Book
Description
1912. The success of every individual in his every day life, business,
trade or other occupation depends in one way another upon possessing a
good memory. The idea of cultivating a good memory is carried out in
detail as the reader progresses with the various stages of the subject
through this book. The reader will see that the first thing to do is to
find something to remember; then to impress that thing clearly and
distinctly upon the receptive tablets of the memory; then to exercise
the remembrance in the direction of bringing out the stored facts of
the memory; then to acquire the scientific methods of recollecting
special items of memory that may be necessary at some special time.
CONTENTS
Chapter 1 - Memory: Its Importance......................
|
Chapter 2 - Cultivation of the Memory...................
|
Chapter 3 - Celebrated
Cases of
Memory..................
|
Chapter 4 - Memory Systems.............................. |
Chapter 5 - The Subconscious
Record-File................ |
Chapter 6 - Attention................................... |
Chapter 7 - Association................................. |
Chapter 8 - Phases of
Memory............................ |
Chapter 9 - Training the
Eye............................ |
Chapter 10
- Training the Ear........................... |
Chapter 11
- How to Remember Names...................... |
Chapter 12
- How to Remember Faces ..................... |
Chapter 13
- How to Remember Places..................... |
Chapter 14 - How to
Remember
Numbers.................... |
Chapter 15 - How to
Remember
Music...................... |
Chapter 16 - How to
Remember
Occurrences................ |
Chapter 17 - How to
Remember
Facts...................... |
Chapter 18 - How to
Remember
Words, etc................. |
Chapter 19 - How to
Remember
Books, Plays, Tales, etc... |
Chapter 20 - General
Instructions....................... |
Chapter 1
MEMORY: ITS IMPORTANCE
It needs very little argument to convince the
average thinking person of the great importance of memory, although
even then very few begin to realize just how important is the function
of the mind that has to do with the retention of mental impressions.
The first thought of the average person when he is asked to consider
the importance of memory, is its use in the affairs of every-day life,
along developed and cultivated lines, as contrasted with the lesser
degrees of its development. In short, one generally thinks of memory in
its phase of “a good memory'' as contrasted with the opposite phase of
" a poor memory.'' But there is a much broader and fuller meaning of
the term than that of even this important phase.
It is true that the success of the individual
in his
every-day business, profession, trade or other occupation depends very
materially upon the possession of a good memory. His value in any walk
in life depends to a great extent upon the degree of memory he may have
developed. His memory of faces, names, facts, events, circumstances and
other things concerning his every-day work is the measure of his
ability to accomplish his task. And in the social intercourse of men
and women, the possession of a retentive memory, well stocked with
available facts, renders its possessor a desirable member of society.
And in the higher activities of thought, the memory comes as an
invaluable aid to the individual in marshaling the bits and sections
of knowledge he may have acquired, and passing them in review before
his cognitive faculties —thus does the soul review its mental
possessions. As Alexander Smith has said: "A man's real possession is
his memory; in nothing else is he rich; in nothing else is he poor."
Richter has said: "Memory is the only paradise from which we cannot be
driven away. Grant but memory to us, and we can lose nothing by
death.'' Lactantius says: '' Memory tempers prosperity, mitigates
adversity, controls youth, and delights old age."
But even the above phases of memory represent
but a
small segment of its complete circle. Memory is more than "a good
memory"—it is the means whereby we perform the largest share of our
mental work. As Bacon has said: "All knowledge is but remembrance." And
Emerson: "Memory is a primary and fundamental faculty, without which
none other can work: the cement, the bitumen, the matrix in which the
other faculties are embedded. Without it all life and thought were an
unrelated succession." And Burke: "There is no faculty of the mind
which can bring its energy into effect unless the memory be stored with
ideas for it to look upon." And Basile: "Memory is the cabinet of
imagination, the treasury of reason, the registry of conscience, and
the council chamber of thought." Kant pronounced memory to be " the
most wonderful of the faculties." Kay, one of the best authorities on
the subject has said, regarding it: "Unless the mind possessed the
power of treasuring up and recalling its past experiences, no knowledge
of any kind could be acquired. If every sensation, thought, or emotion
passed entirely from the mind the moment it ceased to be present, then
it would be as if it had not been; and it could not be recognized or
named should it happen to return. Such an one would not only be without
knowledge,— without experience gathered from the past, —but without
purpose, aim, or plan regarding the future, for these imply knowledge
and require memory. Even voluntary motion, or motion for a purpose,
could have no existence without memory, for memory is involved in every
purpose. Not only the learning of the scholar, but the inspiration of
the poet, the genius of the painter, the heroism of the warrior, all
depend upon memory. Nay, even consciousness itself could have no
existence without memory for every act of consciousness involves a
change from a past state to a present, and did the past state vanish
the moment it was past, there could be no consciousness of change.
Memory, therefore, may be said to be involved in all conscious
existence—a property of every conscious being!
In the building of character and
individuality, the
memory plays an important part, for upon the strength of the
impressions received, and the firmness with which they are retained,
depends the fiber of character and individuality. Our experiences are
indeed the stepping stones to greater attainments and at the same time
our guides and protectors from danger. If the memory serves us well in
this respect we are saved the pain of repeating the mistakes of the
past, and may also profit by remembering and thus avoiding the mistakes
of others. As Beattie says: "When memory is preternaturally defective,
experience and knowledge will be deficient in proportion, and imprudent
conduct and absurd opinion are the necessary consequence." Bain says:
"A character retaining a feeble hold of bitter experience, or genuine
delight, and unable to revive afterwards the impression of the time is
in reality the victim of an intellectual weakness under the guise of a
moral weakness. To have constantly before us an estimate of the things
that affect us, true to the reality, is one precious condition for
having our will always stimulated with an accurate reference to our
happiness. The thoroughly educated man, in this respect, is he that can
carry with him at all times the exact estimate of what he has enjoyed
or suffered from every object that has ever affected him, and in case
of encounter can present to the enemy as strong a front as if he were
under the genuine impression. A full and accurate memory, for pleasure
or for pain, is the intellectual basis both of prudence as regards
self, and sympathy as regards others."
So, we see that the cultivation of the memory
is far
more than the cultivation and development of a single mental faculty—it
is the cultivation and development of our entire mental being—the
development of our selves.
To many persons the words memory,
recollection, and
remembrance, have the same meaning, but there is a great difference in
the exact shade of meaning of each term. The student of this book
should make the distinction between the terms, for by so doing he will
be better able to grasp the various points of advice and instruction
herein given. Let us examine these terms.
Locke in his celebrated work, the "Essay
Concerning
Human Understanding" has clearly stated the difference between the
meanings of these several terms. He says: "Memory is the power to
revive again in our minds those ideas which after imprinting, have
disappeared, or have been laid aside out of sight—when an idea again
recurs without the operation of the like object on the external
sensory, it is remembrance; if it be sought after by the mind, and with
pain and endeavor found, and brought again into view, it is
recollection." Fuller says, commenting on this: "Memory is the power of
reproducing in the mind former impressions, or precepts. Remembrance
and Recollection are the exercise of that power, the former being
involuntary or spontaneous, the latter volitional. We remember because
we cannot help it but we recollect only through positive effort. The
act of remembering, taken by itself, is involuntary. In other words,
when the mind remembers without having tried to remember, it acts
spontaneously. Thus it may be said, in the narrow, contrasted senses of
the two terms that we remember by chance, but recollect by intention,
and if the endeavor be successful that which is reproduced becomes, by
the very effort to bring it forth, more firmly entrenched in the mind
than ever."
But the New Psychology makes a little
different
distinction from that of Locke, as given above. It uses the word memory
not only in his sense of "The power to revive, etc.," but also in the
sense of the activities of the mind which tend to receive and store
away the various impressions of the senses, and the ideas conceived by
the mind, to the end that they may be reproduced voluntarily, or
involuntarily, thereafter. The distinction between remembrance and
recollection, as made by Locke, is adopted as correct by The New
Psychology.
It has long been recognized that the memory,
in all
of its phases, is capable of development, culture, training and
guidance through intelligent exercise. Like any other faculty of mind,
or physical part, muscle or limb, it may be improved and strengthened.
But until recent years, the entire efforts of these memory-developers
were directed to the strengthening of that phase of the memory known as
"recollection," which, you will remember, Locke defined as an idea or
impression "sought after by the mind, and with pain and endeavor found,
and brought again into view." The New Psychology goes much further than
this. While pointing out the most improved and scientific methods for
"recollecting" the impressions and ideas of the memory, it also
instructs the student in the use of the proper methods whereby the
memory may be stored with clear and distinct impressions which will,
thereafter, flow naturally and involuntarily into the field of
consciousness when the mind is thinking upon the associated subject or
line of thought; and which may also be "re-collected" by a voluntary
effort with far less expenditure of energy than under the old methods
and systems.
You will see this idea carried out in detail,
as we
progress with the various stages of the subject, in this work. You will
see that the first thing to do it to find something to remember; then
to impress that thing clearly and distinctly upon the receptive tablets
of the memory; then to exercise the remembrance in the direction of
bringing out the stored-away facts of the memory; then to acquire the
scientific methods of recollecting special items of memory that may be
necessary at some special time. This is the natural method in memory
cultivation, as opposed to the artificial systems that you will find
mentioned in another chapter. It is not only development of the memory,
but also development of the mind itself in several of its regions and
phases of activity. It is not merely a method of recollecting, but also
a method of correct seeing, thinking and remembering. This method
recognizes the truth of the verse of the poet, Pope, who said:
"Remembrance and reflection how allied! What thin partitions sense from
thought divide!"
Chapter 2
CULTIVATION OF THE MEMORY
This book is written with the fundamental
intention
and idea of pointing out a rational and workable method whereby the
memory may be developed, trained and cultivated. Many persons seem to
be under the impression that memories are bestowed by nature, in a
fixed degree or possibilities, and that little more can be done for
them—in short, that memories are born, not made. But the fallacy of any
such idea is demonstrated by the investigations and experiments of all
the leading authorities, as well as by the results obtained by persons
who have developed and cultivated their own memories by individual
effort without the assistance of an instructor. But all such
improvement, to be real, must be along certain natural lines and in
accordance with the well established laws of psychology, instead of
along artificial lines and in defiance of psychological principles.
Cultivation of the memory is a far different thing from '' trick
memory,'' or feats of mental legerdemain if the term is permissible.
Kay says:'' That the memory is capable of
indefinite
improvement, there can be no manner of doubt; but with regard to the
means by which this improvement is to be effected mankind are still
greatly in ignorance." Dr. Noah Porter says: "The natural as opposed to
the artificial memory depends on the relations of sense and the
relations of thought,— the spontaneous memory of the eye and the par
availing itself of the obvious conjunctions of objects which are
furnished by space and time, and the rational memory of those higher
combinations which the rational faculties super induce upon those
lower. The artificial memory proposes to substitute for the natural and
necessary relations under which all objects must present and arrange
themselves, an entirely new set of relations that are purely arbitrary
and mechanical, which excite little or no other interest than that they
are to aid us in remembering. It follows that if the mind tasks itself
to the special effort of considering objects under these artificial
relations, it will give less attention to those which have a direct and
legitimate interest for itself." Granville says: "The defects of most
methods which have been devised and employed for improving the memory,
lies in the fact that while they serve to impress particular subjects
on the mind, they do not render the memory, as a whole, ready or
attentive." Fuller says: "Surely an art of memory may be made more
destructive to natural memory than spectacles are to eyes." These
opinions of the best authorities might be multiplied indefinitely—the
consensus of the best opinion is decidedly against the artificial
systems, and in favor of the natural ones.
Natural systems of memory culture are based
upon the
fundamental conception so well expressed by Helvetius, several
centuries ago, when he said: "The extent of the memory depends, first,
on the daily use we make of it; secondly, upon the attention with which
we consider the objects we would impress upon it; and, thirdly, upon
the order in which we range our ideas." This then is the list of the
three essentials in the cultivation of the memory: (1) Use and
exercise; review and practice; (2) Attention and Interest; and (3)
Intelligent Association.
You will find that in the several chapters of
this
book dealing with the various phases of memory, we urge, first, last,
and all the time, the importance of the use and employment of the
memory, in the way of employment, exercise, practice and review work.
Like any other mental faculty, or physical function, the memory will
tend to atrophy by disuse, and increase, strengthen and develop by
rational exercise and employment within the bounds of moderation. You
develop a muscle by exercise; you train any special faculty of the mind
in the same way; and you must pursue the same method in the case of the
memory, if you would develop it. Nature's laws are constant, and bear a
close analogy to each other. You will also notice the great stress that
we lay upon the use of the faculty of attention, accompanied by
interest. By attention you acquire the impressions that you file away
in your mental record-file of memory. And the degree of attention
regulates the depth, clearness and strength of the impression. Without
a good record, you cannot expect to obtain a good reproduction of it. A
poor phonographic record results in a poor reproduction, and the rule
applies in the case of the memory as well. You will also notice that we
explain the laws of association, and the principles which govern the
subject, as well as the methods whereby the proper associations may be
made. Every association that you weld to an idea or an impression,
serves as a cross-reference in the index, whereby the thing is found by
remembrance or recollection when it is needed. We call your attention
to the fact that one's entire education depends for its efficiency upon
this law of association. It is a most important feature in the rational
cultivation of the memory, while at the same time being the bane of the
artificial systems. Natural associations educate, while artificial ones
tend to weaken the powers of the mind, if carried to any great length.
There is no Royal Road to Memory. The
cultivation of
the memory depends upon the practice along certain scientific lines
according to well established psychological laws. Those who hope for a
sure "short cut" will be disappointed, for none such exists. As Halleck
says: "The student ought not to be disappointed to find that memory is
no exception to the rule of improvement by proper methodical and long
continued exercise. There is no royal road, no short cut, to the
improvement of either mind or muscle. But the student who follows the
rules which psychology has laid down may know that he is walking in the
shortest path, and not wandering aimlessly about. Using these rules, he
will advance much faster than those without chart, compass, or pilot.
He will find mnemonics of extremely limited use. Improvement comes by
orderly steps. Methods that dazzle at first sight never give solid
results."
The student is urged to pay attention to what
we
have to say in other chapters of the book upon the subjects of
attention and association. It is not necessary to state here the
particulars that we mention there. The cultivation of the attention is
a prerequisite for good memory, and deficiency in this respect means
deficiency not only in the field of memory but also in the general
field of mental work. In all branches of The New Psychology there is
found a constant repetition of the injunction to cultivate the faculty
of attention and concentration. Halleck says: "Haziness of perception
lies at the root of many a bad memory. If perception is definite, the
first step has been taken toward insuring a good memory. If the first
impression is vivid, its effect upon the brain cells is more lasting.
All persons ought to practice their visualizing power. This will react
upon perception and make it more definite. Visualizing will also form a
brain habit of remembering things pictorially, and hence more exactly.''
The subject of association must also receive
its
proper share of attention, for it is by means of association that the
stored away records of the memory may be recovered or re-collected. As
Blackie says: "Nothing helps the mind so much as order and
classification. Classes are few, individuals many: to know the class
well is to know what is most essential in the character of the
individual, and what burdens the memory least to retain." And as
Halleck says regarding the subject of association by relation:
"Whenever we can discover any relation between facts, it is far easier
to remember them. The intelligent law of memory may be summed up in
these words: Endeavor to link by some thought relation each new mental
acquisition to an old one. Bind new facts to other facts by relations
of similarity, cause and effect, whole and part, or by any logical
relation, and we shall find that when an idea occurs to us, a host of
related ideas will flow into the mind. If we wish to prepare a speech
or write an article on any subject, pertinent illustrations will
suggest themselves. The person whose memory is merely contiguous will
wonder how we think of them."
In your study for the cultivation of the memory,
along the lines laid down, in this book, you have read the first
chapter thereof and have informed yourself thoroughly regarding the
importance of the memory to the individual, and what a large part it
plays in the entire work of the mind. Now carefully read the third
chapter and acquaint yourself with the possibilities in the direction
of cultivating the memory to a high degree, as evidenced by the
instances related of the extreme case of development noted therein.
Then study the chapter on memory systems, and realize that the only
true method is the natural method, which requires work, patience and
practice—then make up your mind that you will follow this plan as far
as it will take you. Then acquaint yourself with the secret of
memory—the subconscious region of the mind, in which the records of
memory are kept, stored away and indexed, and in which the little
mental office-boys are busily at work. This will give you the key to
the method. Then take up the two chapters on attention, and
association, respectively, and acquaint yourself with these important
principles. Then study the chapter on the phases of memory, and take
mental stock of yourself, determining in which phase of memory you are
strongest, and in which you need development. Then read the two
chapters on training the eye and ear, respectively—you need this
instruction. Then read over the several chapters on the training of the
special phases of the memory, whether you need them or not —you may
find something of importance in them. Then read the concluding chapter,
which gives you some general advice and parting instruction. Then
return to the chapters dealing with the particular phases of memory in
which you have decided to develop yourself, studying the details of the
instruction carefully until you know every point of it. Then, most
important of all—get to work. The rest is a matter of practice,
practice, practice, and rehearsal. Go back to the chapters from time to
time, and refresh your mind regarding the details. Re-read each chapter
at intervals. Make the book your own, in every sense of the word, by
absorbing its contents.
"Memory:
How to Develop Train & Use It"
by William Walker Atkinson
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