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todevel#jj;atki        ,,memory         
99      99      99      99      99      
,,the ,,new ,,psychology ,,books    ,by 
,william ,walker ,atkinson      ,in the 
past few years a widespread mental and  
spiritual awakening has  taken place    
among the people of this country4 ,and  
this new awakening has  been very aptly 
called ,,the ,,new ,,psychology         
,,movement1 because it has to do  with  
the development and expression of the   
mind1 or soul1 of both the  individual  
and the nation4      ,,your ,,mind ,,and
 ,,how ,,to ,,use ,,it4    ,,the        
,,mastery ,,of ,,being4    ,,memory3    
,,how ,,to ,,develop1 ,,train ,,and     
,,use ,,it4    ,,the ,,psychology ,,of  
,,salesmanship4    ,although each book  
stands alone as an authority on the     
subject treated1  yet one idea runs     
through the series binding them together

 to make a  complete whole4    ,uniform 
,postpaid ,price of ,each ,volume is    
#a4fj4      ,,new ,,thought3 ,,its      
,,history ,,and ,,principles    ,this is
 ,mr4 ,atkinson's complete statement of 
the history and principles  of the great
 ,new ,thought movement of which the new
 psychology is a  phase4 ,this volume is
 bound in artistic paper cover1 #cf     
pages1 price  #bh;c4 postpaid4          
,,human ,,efficiency ,,books    ,by     
,elizabeth ,towne      ,,the ,,life     
,,power ,,and ,,how ,,to ,,use ,,it     
,price #a4fj4      ,,fifteen ,,lessons  
,,in ,,new ,,thought1 7formerly ,lessons
 in ,living74 ,price      #a4fj4        
,,practical ,,methods ,,for             
,,self-,,development3 ,,spiritual1      
,,mental1 ,,physical4      ,price #a4fj4
      ,,experiences ,,in                
,,self-,,healing4 ,price1 #ee;c4        
,,just ,,how ,,to ,,wake ,,the ,,solar  
,,plexus4 ,price #bh;c4      ,,how ,,to 
,,train ,,children ,,and ,,parents4     
,price #bh;c4    ,these are among the   

most popular of ,mrs4 ,towne's books4   
,any or all sent  postpaid on receipt of
 price4      ,the ,elizabeth ,towne     
,company1 ,holyoke1 ,mass4          99  
99      99      99      99      ,,memory
    ,how to ,develop1 ,train and ,use   
,it    by    ,,william ,,walker         
,,atkinson                ,l4 ,n4       
,fowler  ,company  #g1 ,imperial        
,arcade1 ,ludgate ,circus  ,london1     
,e4,c41 ,england    #aiai  ,the         
,elizabeth ,towne ,co4  ,holyoke1 ,mass4
    ,copyright #aiab  ,by  ,elizabeth   
,towne          ,,contents              
,i4 ,memory3 ,its ,importance           
#g         ,,ii4 ,cultivation of the    
,memory         #ag        ,,iii4       
,celebrated ,cases of ,memory        #bg
         ,,iv4 ,memory ,systems         
#cg          ,v4 ,the ,subconscious     
,record-,file      #dh         ,,vi4    
,attention                         #eh  
,,vii4 ,association                     
#gj       ,,viii4 ,phases of ,memory    
#ha         ,,ix4 ,training the ,eye    

#ij          ,x4 ,training the ,ear     
#aja         ,,xi4 ,how to ,remember    
,names            #aaa        ,,xii4    
,how to ,remember ,faces            #aba
       ,,xiii4 ,how to ,remember ,places
           #acj        ,,xiv4 ,how to   
,remember ,numbers          #adj        
,,xv4 ,how to ,remember ,music          
#aeb        ,,xvi4 ,how to ,remember    
,occurrences      #afj       ,,xvii4    
,how to ,remember ,facts            #afh
      ,,xviii4 ,how to ,remember ,words1
 etc4      #agh        ,,xix4 ,how to   
,remember ,books1 ,plays1               
,tales1 etc4                    #ahf    
,,xx4 ,general ,instructions            
#aig          ,,chapter ,i4    ,,memory3
 ,,its ,,importance4      ,it needs very
 little argument to convince the average
 thinking person of  the great          
importance of memory1 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 impressions4 ,the first thought  

of the  average person when he is asked 
to consider the importance of memory1 is
  its use in the affairs of every-day   
life1 along developed and cultivated    
lines1 as contrasted with the lesser    
degrees of its development4 ,in  short1 
one generally thinks of memory in its   
phase of a good memory as  contrasted   
with the opposite phase of a poor       
memory4 ,but there is a  much broader   
and fuller meaning of the term than that
 of even this  important phase4    ,it  
is true that the success of the         
individual in his every-day business1   
profession1 trade or other occupation   
depends very materially upon the        
possession of a good memory4 ,his value 
in any walk in life depends to a  great 
extent upon the degree of memory he may 
have developed4 ,his memory  of faces1  
names1 facts1 events1 circumstances and 
other things  concerning his every-day  
work is the measure of his ability to   
accomplish his task4 ,and in the social 
intercourse of men and women1 the       

possession of a retentive memory1 well  
stocked with available facts1  renders  
its possessor a desirable member of     
society4 ,and in the higher  activities 
of thought1 the memory comes as an      
invaluable aid to the  individual in    
marshalling the bits and sections of    
knowledge he may have  acquired1 and    
passing them in review before his       
cognitive  faculties--thus does the soul
 review its mental possessions4 ,as     
,alexander ,smith has said3 ,a man's    
real possession is his memory2 in       
nothing else is he rich2 in nothing else
 is he poor4 ,richter has said3  ,memory
 is the only paradise from which we     
cannot be driven away4 ,grant  but      
memory to us1 and we can lose nothing by
 death4 ,lactantius says3  ,memory      
tempers prosperity1 mitigates adversity1
 controls youth1 and  delights old age4 
,but even the above phases of memory    
represent but a small segment of its    
complete circle4 ,memory is more than a 
good memory--it is the means  whereby we

 perform the largest share of our mental
 work4 ,as ,bacon has  said3 ,all       
knowledge is but remembrance4 ,and      
,emerson3 ,memory is a  primary and     
fundamental faculty1 without which none 
other can work3 the  cement1 the        
bitumen1 the matrix in which the other  
faculties are  embedded4 ,without it all
 life and thought were an unrelated     
succession4  ,and ,burke3 ,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 upon4 
,and ,basile3 ,memory is the cabinet of 
imagination1 the treasury of  reason1   
the registry of conscience1 and the     
council chamber of thought4  ,kant      
pronounced memory to be the most        
wonderful of the faculties4 ,kay1  one  
of the best authorities on the subject  
has said1 regarding it3  ,unless the    
mind possessed the power of treasuring  
up and recalling its  past experiences1 
no knowledge of any kind could be       
acquired4 ,if every  sensation1 thought1

 or emotion passed entirely from the    
mind the moment  it ceased to be        
present1 then it would be as if it had  
not been2 and it  could not be          
recognized or named should it happen to 
return4 ,such an one  would not only be 
without knowledge1--without experience  
gathered from  the past1--but without   
purpose1 aim1 or plan regarding the     
future1 for  these imply knowledge and  
require memory4 ,even voluntary motion1 
or  motion for a purpose1 could have no 
existence without memory1 for memory  is
 involved in every purpose4 ,not only   
the learning of the scholar1 but  the   
inspiration of the poet1 the genius of  
the painter1 the heroism of  the        
warrior1 all depend upon memory4 ,nay1  
even consciousness itself  could have no
 existence without memory for every act 
of consciousness  involves a change from
 a past state to a present1 and did the 
past state  vanish the moment it was    
past1 there could be no consciousness of
  change4 ,memory1 therefore1 may be    

said to be involved in all conscious    
existence--a property of every conscious
 being6    ,in the building of character
 and individuality1 the memory plays an 
important part1 for upon the strength of
 the impressions received1 and  the     
firmness with which they are retained1  
depends the fibre of  character and     
individuality4 ,our experiences are     
indeed the stepping  stones to greater  
attainments1 and at the same time our   
guides and  protectors from danger4 ,if 
the memory serves us well in this       
respect we  are saved the pain of       
repeating the mistakes of the past1 and 
may also  profit by remembering and thus
 avoiding the mistakes of others4 ,as   
,beattie says3 ,when memory is          
preternaturally defective1 experience   
and  knowledge will be deficient in     
proportion1 and imprudent conduct and   
absurd opinion are the necessary        
consequence4 ,bain says3 ,a character   
retaining a feeble hold of bitter       
experience1 or genuine delight1 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 weakness4    
,to have constantly before us an        
estimate of the things that affect us1  
true to the reality1 is one precious    
condition for having our will  always   
stimulated with an accurate reference to
 our happiness4 ,the  thoroughly        
educated man1 in this respect1 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 him1 and in case 
of encounter can  present to the enemy  
as strong a front as if he were under   
the genuine  impression4 ,a full and    
accurate memory1 for pleasure or for    
pain1 is the  intellectual basis both of
 prudence as regards self1 and sympathy 
as  regards others4    ,so1 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 selves4  
,to many persons the words memory1      
recollection1 and remembrance1 have  the
 same meaning1 but there is a great     
difference in the exact shade of        
meaning of each term4 ,the student of   
this book should make the  distinction  
between the terms1 for by so doing he   
will be better able to  grasp the       
various points of advice and instruction
 herein given4 ,let us  examine these   
terms4    ,locke in his celebrated work1
 the ,essay ,concerning ,human          
,understanding has clearly stated the   
difference between the meaning of  these
 several terms4 ,he says3 ,memory is the
 power to revive again in  our minds    
those ideas which after imprinting1 have
 disappeared1 or have  been laid aside  
out of sight--when an idea again recurs 
without the  operation of the like      
object on the external sensory1 it is   
remembrance2 if it be sought after by   

the mind1 and with pain and  endeavor   
found1 and brought again into view1 it  
is recollection4  ,fuller says1         
commenting on this3 ,memory is the power
 of reproducing in  the mind former     
impressions1 or percepts4 ,remembrance  
and ,recollection  are the exercise of  
that power1 the former being involuntary
 or  spontaneous1 the latter volitional4
 ,we remember because we cannot help  it
 but we recollect only through positive 
effort4 ,the act of  remembering1 taken 
by itself1 is involuntary4 ,in other    
words1 when the  mind remembers without 
having tried to remember1 it acts       
spontaneously4  ,thus it may be said1 in
 the narrow1 contrasted senses of the   
two terms1  that we remember by chance1 
but recollect by intention1 and if the  
endeavor be successful that which is    
reproduced becomes1 by the very  effort 
to bring it forth1 more firmly          
intrenched in the mind than ever4       
,but the ,new ,psychology makes a little
 different distinction from that of     

,locke1 as given above4 ,it uses the    
word memory not only in his sense of    
,the power to revive1 etc41 but also in 
the sense of the activities of  the mind
 which tend to receive and store away   
the various impressions of  the senses1 
and the ideas conceived by the mind1 to 
the end that they  may be reproduced    
voluntarily1 or involuntarily1          
thereafter4 ,the  distinction between   
remembrance and recollection1 as made by
 ,locke1 is  adopted as correct by ,the 
,new ,psychology4    ,it has long been  
recognized that the memory1 in all of   
its phases1 is  capable of development1 
culture1 training and guidance through  
intelligent exercise4 ,like any other   
faculty of mind1 or physical part1      
muscle or limb1 it may be improved and  
strengthened4 ,but until recent  years1 
the entire efforts of these             
memory-developers were directed to  the 
strengthening of that phase of the      
memory known as recollection1  which1   
you will remember1 ,locke defined as an 

idea or impression sought  after by the 
mind1 and with pain and endeavor found1 
and brought again  into view4 ,the ,new 
,psychology goes much further than this4
 ,while  pointing out the most improved 
and scientific methods for              
re-collecting the impressions and ideas 
of the memory1 it also  instructs the   
student in the use of the proper methods
 whereby the  memory may be stored with 
clear and distinct impressions which    
will1  thereafter1 flow naturally and   
involuntarily into the field of         
consciousness when the mind is thinking 
upon the associated subject or  line of 
thought2 and which may also be          
re-collected by a voluntary  effort with
 far less expenditure of energy than    
under the old methods  and systems4     
,you will see this idea carried out in  
detail1 as we progress with the  various
 stages of the subject1 in this work4   
,you will see that the first  thing to  
do is to find something to remember2    
then to impress that  thing clearly and 

distinctly upon the receptive tablets of
 the memory2  then to exercise the      
remembrance in the direction of bringing
 out the  stored-away facts of the      
memory2 then to acquire the scientific  
methods  of recollecting special items  
of memory that may be necessary at some 
special time4 ,this is the natural      
method in memory cultivation1 as        
opposed to the artificial systems that  
you will find mentioned in  another     
chapter4 ,it is not only development of 
the memory1 but also  development of the
 mind itself in several of its regions  
and phases of  activity4 ,it is not     
merely a method of recollecting1 but    
also a method  of correct seeing1       
thinking and remembering4 ,this method  
recognizes the  truth of the verse of   
the poet1 ,pope1 who said3 ,remembrance 
and  reflection how allied6 ,what thin  
partitions sense from thought divide6   
,,chapter ,,ii4    ,,cultivation ,,of   
,,the ,,memory4      ,this book is      
written with the fundamental intention  

and idea of pointing  out a rational and
 workable method whereby the memory may 
be developed1  trained and cultivated4  
,many persons seem to be under the      
impression  that memories are bestowed  
by nature1 in a fixed degree or         
possibilities1 and that little more can 
be done for them--in short1 that        
memories are born1 not made4 ,but the   
fallacy of any such idea is             
demonstrated by the investigations and  
experiments of all the leading          
authorities1 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 instructor4 ,but all   
such improvement1 to be real1  must be  
along certain natural lines and in      
accordance with the well  established   
laws of psychology1 instead of along    
artificial lines and in  defiance of    
psychological principles4 ,cultivation  
of the memory is a  far different thing 
from trick memory1 or feats of mental   

legerdemain  if the term is permissible4
    ,kay says3 ,that the memory is      
capable of indefinite improvement1 there
  can be no manner of doubt2 but with   
regard to the means by which this       
improvement is to be effected mankind   
are still greatly in ignorance4  ,dr4   
,noah ,porter says3 ,the natural as     
opposed to the artificial memory        
depends on the relations of sense and   
the relations of thought1--the          
spontaneous memory of the eye and the   
ear availing itself of the obvious      
conjunctions of objects which are       
furnished by space and time1 and the    
rational memory of those higher         
combinations which the rational         
faculties superinduce upon those lower4 
,the artificial memory proposes  to     
substitute for the natural and necessary
 relations under which all  objects must
 present and arrange themselves1 an     
entirely new set of  relations that are 
purely arbitrary and mechanical1 which  
excite little  or no other interest than

 that they are to aid us in remembering4
 ,it  follows that if the mind tasks    
itself to the special effort of         
considering objects under these         
artificial relations1 it will give less 
attention to those which have a direct  
and legitimate interest for  itself4    
,granville says3 ,the defects of most   
methods which have been  devised and    
employed for improving the memory1 lies 
in the fact that  while they serve to   
impress particular subjects on the mind1
 they do not  render the memory1 as a   
whole1 ready or attentive4 ,fuller says3
 ,surely  an art of memory may be made  
more destructive to natural memory than 
spectacles are to eyes4 ,these opinions 
of the best authorities might be        
multiplied indefinitely--the consensus  
of the best opinion is decidedly        
against the artificial systems1 and in  
favor of the natural ones4    ,natural  
systems of memory culture are based upon
 the fundamental  conception so well    
expressed by ,helvetius1 several        

centuries ago1 when  he said3 ,the      
extent of the memory depends1 first1 on 
the daily use we  make of it2 secondly1 
upon the attention with which we        
consider the  objects we would impress  
upon it2 and1 thirdly1 upon the order in
 which  we range our ideas4 ,this then  
is the list of the three essentials in  
the cultivation of the memory3 7#a7 ,use
 and exercise2 review and  practice2    
7#b7 ,attention and ,interest2 and 7#c7 
,intelligent ,association4    ,you will 
find that in the several chapters of    
this book dealing with the  various     
phases of memory1 we urge1 first1 last1 
and all the time1 the  importance of the
 use and employment of the memory1 in   
the way of  employment1 exercise1       
practice and review work4 ,like any     
other mental  faculty1 or physical      
function1 the memory will tend to       
atrophy by  disuse1 and increase1       
strengthen and develop by rational      
exercise and  employment within the     
bounds of moderation4 ,you develop a    

muscle by  exercise2 you train any      
special faculty of the mind in the same 
way2 and  you must pursue the same      
method in the case of the memory1 if you
 would  develop it4 ,nature's laws are  
constant1 and bear a close analogy to   
each  other4 ,you will also notice the  
great stress that we lay upon the use of
  the faculty of attention1 accompanied 
by interest4 ,by attention you  acquire 
the impressions that you file away in   
your mental record-file of  memory4 ,and
 the degree of attention regulates the  
depth1 clearness and  strength of the   
impression4 ,without a good record1 you 
cannot expect to  obtain a good         
reproduction of it4 ,a poor phonographic
 record results in  a poor reproduction1
 and the rule applies in the case of the
 memory as  well4 ,you will also notice 
that we explain the laws of association1
 and  the principles which govern the   
subject1 as well as the methods whereby 
the proper associations may be made4    
,every association that you weld to  an 

idea or an impression1 serves as a      
cross-reference in the index1  whereby  
the thing is found by remembrance or    
recollection when it is  needed4 ,we    
call your attention to the fact that    
one's entire education  depends for its 
efficiency upon this law of association4
 ,it is a most  important feature in the
 rational cultivation of the memory1    
while at  the same time being the bane  
of the artificial systems4 ,natural     
associations educate1 while artificial  
ones tend to weaken the powers of  the  
mind1 if carried to any great length4   
,there is no ,royal ,road to ,memory4   
,the cultivation of the memory depends  
upon the practice along certain         
scientific lines according to well      
established psychological laws4 ,those  
who hope for a sure short cut  will be  
disappointed1 for none such exists4 ,as 
,halleck says3 ,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  exercise4 ,there is no  
royal road1 no short cut1 to the        
improvement of  either mind or muscle4  
,but the student who follows the rules  
which  psychology has laid down may know
 that he is walking in the shortest     
path1 and not wandering aimlessly about4
 ,using these rules1 he will  advance   
much faster than those without chart1   
compass1 or pilot4 ,he will  find       
mnemonics of extremely limited use4     
,improvement comes by orderly  steps4   
,methods that dazzle at first sight     
never give solid results4    ,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 association4 ,it  is not  
necessary to state here the particulars 
that we mention there4  ,the cultivation
 of the attention is a prerequisite for 
good memory1 and  deficiency in this    
respect means deficiency not only in the
 field of  memory but also in the       
general field of mental work4 ,in all   

branches of  ,the ,new ,psychology there
 is found a constant repetition of the  
injunction to cultivate the faculty of  
attention and concentration4  ,halleck  
says3 ,haziness of perception lies at   
the root of many a bad  memory4 ,if     
perception is definite1 the first step  
has been taken toward  insuring a good  
memory4 ,if the first impression is     
vivid1 its effect  upon the brain cells 
is more lasting4 ,all persons ought to  
practice  their visualizing power4 ,this
 will react upon perception and make it 
more definite4 ,visualizing will also   
form a brain habit of remembering       
things pictorially1 and hence more      
exactly4    ,the subject of association 
must also receive its proper share of   
attention1 for it is by means of        
association that the stored away        
records of the memory may be recovered  
or re-collected4 ,as ,blackie says3     
,nothing helps the mind so much as order
 and classification4 ,classes are  few1 
individuals many3 to know the class well

 is to know what is most  essential in  
the character of the individual1 and    
what burdens the  memory least to       
retain4 ,and as ,halleck says regarding 
the subject of  association by relation3
 ,whenever we can discover any relation 
between  facts1 it is far easier to     
remember them4 ,the intelligent law of  
memory  may be summed up in these words3
 ,endeavor to link by some thought      
relation each new mental acquisition to 
an old one4 ,bind new facts to  other   
facts by relations of similarity1 cause 
and effect1 whole and  part1 or by any  
logical relation1 and we shall find that
 when an idea  occurs to us1 a host of  
related ideas will flow into the mind4  
,if we  wish to prepare a speech or     
write an article on any subject1        
pertinent  illustrations will suggest   
themselves4 ,the person whose memory is 
merely  contiguous will wonder how we   
think of them4    ,in your study for the
 cultivation of the memory1 along the   
lines laid  down in this book1 you have 

read the first chapter thereof and have 
informed yourself thoroughly regarding  
the importance of the memory to  the    
individual1 and what a large part it    
plays in the entire work of the  mind4  
,now carefully read the third chapter   
and acquaint yourself with  the         
possibilities in the direction of       
cultivating the memory to a high        
degree1 as evidenced by the instances   
related of the extreme case of          
development noted therein4 ,then study  
the chapter on memory systems1 and      
realize that the only true method is the
 natural method1 which requires  work1  
patience and practice--then make up your
 mind that you will follow  this plan as
 far as it will take you4 ,then acquaint
 yourself with the  secret of           
memory--the subconscious region of the  
mind1 in which the  records of memory   
are kept1 stored away and indexed1 and  
in which the  little mental office-boys 
are busily at work4 ,this will give you 
the key  to the method4 ,then take up   

the two chapters on attention1 and      
association1 respectively1 and acquaint 
yourself with these important           
principles4 ,then study the chapter on  
the phases of memory1 and take  mental  
stock of yourself1 determining in which 
phase of memory you are  strongest1 and 
in which you need development4 ,then    
read the two chapters  on training the  
eye and ear1 respectively--you need this
 instruction4  ,then read over the      
several chapters on the training of the 
special  phases of the memory1 whether  
you need them or not--you may find      
something of importance in them4 ,then  
read the concluding chapter1  which     
gives you some general advice and       
parting instruction4 ,then return  to   
the chapters dealing with the particular
 phases of memory in which  you have    
decided to develop yourself1 studying   
the details of the  instruction         
carefully until you know every point of 
it4 ,then1 most  important of all--get  
to work4 ,the rest is a matter of       

practice1  practice1 practice1 and      
rehearsal4 ,go back to the chapters from
 time to  time1 and refresh your mind   
regarding the details4 ,re-read each    
chapter  at intervals4 ,make the book   
your own1 in every sense of the word1 by
  absorbing its contents4               
,,chapter ,,iii4    ,,celebrated ,,cases
 ,,of ,,memory4      ,in order that the 
student may appreciate the marvelous    
extent of  development possible to the  
memory1 we have thought it advisable to 
mention a number of celebrated cases1   
past and present4 ,in so doing we  have 
no desire to hold up these cases as     
worthy of imitation1 for they  are      
exceptional and not necessary in        
every-day life4 ,we mention them  merely
 to show to what wonderful extent       
development along these lines is        
possible4    ,in ,india1 in the past1   
the sacred books were committed to      
memory1 and  handed down from teacher to
 student1 for ages4 ,and even to-day it 
is no  uncommon thing for the student to

 be able to repeat1 word for word1 some 
voluminous religious work equal in      
extent to the ,new ,testament4 ,max     
,muller states that the entire text and 
glossary of ,panini's ,sanscrit         
grammar1 equal in extent to the entire  
,bible1 were handed down orally  for    
several centuries before being committed
 to writing4 ,there are  ,brahmins      
to-day who have committed to memory1 and
 who can repeat at  will1 the entire    
collection of religious poems known as  
the  ,mahabarata1 consisting of over    
#cjj1jjj slokas or verses4 ,leland      
states that1 the ,slavonian minstrels of
 the present day have by heart  with    
remarkable accuracy immensely long epic 
poems4 ,i have found the  same among    
,algonquin ,indians whose sagas or      
mythic legends are  interminable1 and   
yet are committed word by word          
accurately4 ,i have  heard in ,england  
of a lady ninety years of age whose     
memory was  miraculous1 and of which    
extraordinary instances are narrated by 

her  friends4 ,she attributed it to the 
fact that when young she had been made  
to learn a verse from the ,bible every  
day1 and then constantly review  it4 ,as
 her memory improved1 she learned more1 
the result being that in  the end she   
could repeat from memory any verse or   
chapter called for in  the whole        
,scripture4    ,it is related that      
,mithridates1 the ancient warrior-king1 
knew the name  of every soldier in his  
great army1 and conversed fluently in   
twenty-two dialects4 ,pliny relates that
 ,charmides could repeat the  contents  
of every book in his large library4     
,hortensius1 the ,roman  orator1 had a  
remarkable memory which enabled him to  
retain and  recollect the exact words of
 his opponent's argument1 without making
 a  single notation4 ,on a wager1 he    
attended a great auction sale which     
lasted over an entire day1 and then     
called off in their proper order  every 
object sold1 the name of its purchaser1 
and the price thereof4  ,seneca is said 

to have acquired the ability to memorize
 several thousand  proper names1 and to 
repeat them in the order in which they  
had been  given him1 and also to reverse
 the order and call off the list        
backward4  ,he also accomplished the    
feat of listening to several hundred    
persons1  each of whom gave him a verse2
 memorizing the same as they proceeded2 
and then repeating them word for word in
 the exact order of their  delivery--and
 then reversing the process1 with       
complete success4  ,eusebius stated that
 only the memory of ,esdras saved the   
,hebrew  ,scriptures to the world1 for  
when the ,chaldeans destroyed the       
manuscripts ,esdras was able to repeat  
them1 word by word to the  scribes1 who 
then reproduced them4 ,the ,mohammedan  
scholars are able to  repeat the entire 
text of the ,koran1 letter perfect4     
,scaliger committed  the entire text of 
the ,iliad and the ,odyssey1 in three   
weeks4 ,ben ,jonson  is said to have    
been able to repeat all of his own works

 from memory1  with the greatest ease4  
,bulwer could repeat the ,odes of       
,horace from memory4 ,pascal could      
repeat  the entire ,bible1 from         
beginning to end1 as well as being able 
to recall  any given paragraph1 verse1  
line1 or chapter4 ,landor is said to    
have  read a book but once1 when he     
would dispose of it1 having impressed it
  upon his memory1 to be recalled years 
after1 if necessary4 ,byron could       
recite all of his own poems4 ,buffon    
could repeat his works from  beginning  
to end4 ,bryant possessed the same      
ability to repeat his own  works4       
,bishop ,saunderson could repeat the    
greater part of ,juvenal and  ,perseus1 
all of ,tully1 and all of ,horace4      
,fedosova1 a ,russian peasant1  could   
repeat over #be1jjj poems1 folk-songs1  
legends1 fairy-tales1 war  stories1     
etc41 when she was over seventy years of
 age4 ,the celebrated  ,blind ,alick1 an
 aged ,scottish beggar1 could repeat any
 verse in the  ,bible called for1 as    

well as the entire text of all the      
chapters and  books4 ,the newspapers1 a 
few years ago1 contained the accounts of
 a man  named ,clark who lived in ,new  
,york ,city4 ,he is said to have been   
able to  give the exact presidential    
vote in each ,state of the ,union since 
the  first election4 ,he could give the 
population in every town of any size  in
 the world either present or in the past
 providing there was a record  of the   
same4 ,he could quote from ,shakespeare 
for hours at a time  beginning at any   
given point in any play4 ,he could      
recite the entire  text of the ,iliad in
 the original ,greek4    ,the historical
 case of the unnamed ,dutchman is known 
to all students of  memory4 ,this man is
 said to have been able to take up a    
fresh newspaper2  to read it all        
through1 including the advertisements2  
and then to repeat  its contents1 word  
for word1 from beginning to end4 ,on one
 occasion he  is said to have heaped    
wonder upon wonder1 by repeating the    

contents of  the paper backward1        
beginning with the last word and ending 
with the  first4 ,lyon1 the ,english    
actor1 is said to have duplicated this  
feat1  using a large ,london paper and  
including the market quotations1 reports
  of the debates in ,parliament1 the    
railroad time-tables and the            
advertisements4 ,a ,london waiter is    
said to have performed a similar  feat1 
on a wager1 he memorizing and correctly 
repeating the contents of  an eight-page
 paper4 ,one of the most remarkable     
instances of  extraordinary memory known
 to history is that of the child        
,christian  ,meinecken4 ,when less than 
four years of age he could repeat the   
entire  ,bible2 two hundred hymns2 five 
thousand ,latin words2 and much         
ecclesiastical history1 theory1 dogmas1 
arguments2 and an encyclopdic  quantity 
of theological literature4 ,he is said  
to have practically  retained every word
 that was read to him4 ,his case was    
abnormal1 and he  died at an early age4 

,john ,stuart ,mill is said to have     
acquired a fair knowledge of ,greek1 at 
the age of three years1 and to have     
memorized ,hume1 ,gibbon1 and other     
historians1 at the age of eight4        
,shortly after he mastered and          
memorized ,herodotus1 ,xenophon1 some of
 ,socrates1 and six of ,plato's         
,dialogues4 ,richard ,porson is said to 
have memorized the entire text of       
,homer1 ,horace1 ,cicero1 ,virgil1      
,livy1 ,shakespeare1 ,milton1 and       
,gibbon4 ,he  is said to have been able 
to memorize any ordinary novel at one   
careful  reading2 and to have several   
times performed the feat of memorizing  
the  entire contents of some ,english   
monthly review4 ,de ,rossi was able to  
perform the feat of repeating a hundred 
lines from any of the four great        
,italian poets1 provided he was given a 
line at random from their  works--his   
hundred lines following immediately     
after the given line4 ,of  course this  
feat required the memorizing of the     

entire works of those  poets1 and the   
ability to take up the repetition from  
any given point1  the latter feature    
being as remarkable as the former4      
,there have been  cases of printers     
being able to repeat1 word for word1    
books of which  they had set the type4  
,professor ,lawson was able to teach his
 classes on  the ,scriptures without    
referring to the book4 ,he claimed that 
if the  entire stock of ,bibles were to 
be destroyed1 he could restore the book 
entire1 from his memory4    ,rev4       
,thomas ,fuller is said to have been    
able to walk down a long ,london        
street1 reading the names of the signs  
on both sides2 then recalling  them in  
the order in which they had been seen1  
and then by reversing the  order4 ,there
 are many cases on record of persons who
 memorized the words  of every known    
tongue of civilization1 as well as a    
great number of  dialects1 languages1   
and tongues of savage races4 ,bossuet   
had memorized  the entire ,bible1 and   

,homer1 ,horace and ,virgil beside4     
,niebuhr1 the  historian1 was once      
employed in a government office1 the    
records of  which were destroyed4 ,he1  
thereupon1 restored the entire contents 
of the  book of records which he had    
written--all from his memory4 ,asa ,gray
 knew  the names of ten thousand plants4
 ,milton had a vocabulary of twenty     
thousand words1 and ,shakespeare one of 
twenty-five thousand4 ,cuvier and       
,agassiz are said to have memorized     
lists of several thousand species and   
varieties of animals4 ,magliabechi1 the 
librarian of ,florence1 is said  to have
 known the location of every volume in  
the large library of which  he was in   
charge2 and the complete list of works  
along certain lines in  all the other   
great libraries4 ,he once claimed that  
he was able to  repeat titles of over a 
half-million of books in many languages1
 and  upon many subjects4    ,in nearly 
every walk of life are to be found      
persons with memories  wonderfully      

developed along the lines of their      
particular occupation4  ,librarians     
possess this faculty to an unusual      
degree4 ,skilled workers in  the finer  
lines of manufacture also manifest a    
wonderful memory for the  tiny parts of 
the manufactured article1 etc4 ,bank    
officers have a  wonderful memory for   
names and faces4 ,some lawyers are able 
to recall  cases quoted in the          
authorities1 years after they have read 
them4  ,perhaps the most common1 and yet
 the most remarkable1 instances of      
memorizing in one's daily work is to be 
found in the cases of the  theatrical   
profession4 ,in some cases members of   
stock companies must not  only be able  
to repeat the lines of the play they are
 engaged in acting  at the time1 but    
also the one that they are rehearsing   
for the following  week1 and possibly   
the one for the second week4 ,and in    
repertoire  companies the actors are    
required to be letter-perfect in a dozen
 or  more plays--surely a wonderful     

feat1 and yet one so common that no     
notice is given to it4    ,in some of   
the celebrated cases1 the degree of     
recollection manifested  is undoubtedly 
abnormal1 but in the majority of the    
cases it may be seen  that the result   
has been obtained only by the use of    
natural methods and  persistent         
exercise4 ,that wonderful memories may  
be acquired by anyone  who will devote  
to the task patience1 time and work1 is 
a fact generally  acknowledged by all   
students of the subject4 ,it is not a   
gift1 but  something to be won by effort
 and work along scientific lines4       
,,chapter ,,iv4    ,,memory ,,systems4  
,the subject of ,memory ,development is 
not a new one by any means4 ,for two    
thousand years1 at least1 there has been
 much thought devoted to the  subject2  
many books written thereupon2 and many  
methods or systems  invented1 the       
purpose of which has been the artificial
 training of the  memory4 ,instead of   
endeavoring to develop the memory by    

scientific  training and rational       
practice and exercise along natural     
lines1 there  seems to have always been 
an idea that one could improve on       
,nature's  methods1 and that a plan     
might be devised by the use of some     
trick the  memory might be taught to    
give up her hidden treasures4 ,the law  
of  ,association has been used in the   
majority of these systems1 often to a   
ridiculous degree4 ,fanciful systems    
have been built up1 all artificial  in  
their character and nature1 the use of  
which to any great extent is  calculated
 to result in a decrease of the natural 
powers of remembrance  and recollection1
 just as in the case of natural aids to 
the physical  system there is always    
found a decrease in the natural powers4 
,nature  prefers to do her own work1    
unaided4 ,she may be trained1 led1      
directed  and harnessed1 but she insists
 upon doing the work herself1 or        
dropping  the task4 ,the principle of   
,association is an important one1 and   

forms a  part of natural memory         
training1 and should be so used4 ,but   
when pressed  into service in many of   
the artificial systems1 the result is   
the  erection of a complex and unnatural
 mental mechanism which is no more an   
improvement upon the natural methods1   
than a wooden leg is an  improvement    
upon the original limb4 ,there are many 
points in some of  these systems which  
may be employed to advantage in natural 
memory  training1 by divorcing them from
 their fantastic rules and complex      
arrangement4 ,we ask you to run over the
 list of the principal systems  with us1
 that you may discard the useless       
material by recognizing it as  such2 and
 cull the valuable for your own use4    
,the ancient ,greeks were fond of memory
 systems4 ,simonides1 the ,greek  poet  
who lived about #ejj ,b4,c4 was one of  
the early authorities1 and his  work has
 influenced nearly all of the many      
memory systems that have  sprung up     
since that time4 ,there is a romantic   

story connected with the  foundation of 
his system4 ,it is related that the poet
 was present at a  large banquet        
attended by some of the principal men of
 the place4 ,he was  called out by a    
message from home1 and left before the  
close of the  meal4 ,shortly after he   
left1 the ceiling of the banquet hall   
fell upon  the guests1 killing all      
present in the room1 and mutilating     
their bodies  so terribly that their    
friends were unable to recognize them4  
,simonides1  having a well-developed    
memory for places and position1 was able
 to  recall the exact order in which    
each guest had been seated1 and         
therefore was able to aid in the        
identification of the remains4 ,this    
occurrence impressed him so forcibly    
that he devised a system of memory      
based upon the idea of position1 which  
attained great popularity in  ,greece1  
and the leading writers of the day      
highly recommended it4    ,the system of
 ,simonides was based upon the idea of  

position--it was  known as the topical  
system4 ,his students were taught to    
picture in  the mind a large building   
divided into sections1 and then into    
rooms1  halls1 etc4 ,the thing to be    
remembered was visualized as occupying  
some certain space or place in that     
building1 the grouping being made       
according to association and            
resemblance4 ,when one wished to recall 
the  things to consciousness1 all that  
was necessary was to visualize the      
mental building and then take an        
imaginary trip from room to room1       
calling off the various things as they  
had been placed4 ,the ,greeks  thought  
very highly of this plan1 and many      
variations of it were  employed4 ,cicero
 said3 ,by those who would improve the  
memory1 certain  places must be fixed   
upon1 and of those things which they    
desire to keep  in memory symbols must  
be conceived in the mind and ranged1 as 
it were1  in those places2 thus1 the    
order of places would preserve the order

 of  things1 and the symbols of the     
things would denote the things          
themselves2 so that we should use the   
places as waxen tablets and the  symbols
 as letters4 ,quintillian advises       
students to fix in their minds  places  
of the greatest possible extent1        
diversified by considerable  variety1   
such as a large house1 for example1     
divided into many  apartments4 ,whatever
 is remarkable in it is carefully       
impressed on the  mind1 so that the     
thought may run over every part of it   
without  hesitation or delay4444 ,places
 we must have1 either fancied or        
selected1  and images or symbols which  
we may invent at pleasure4 ,these       
symbols are  marks by which we may      
distinguish the particulars which we    
have to get  by heart4    ,many modern  
systems have been erected upon the      
foundation of ,simonides  and in some of
 which cases students have been charged 
high prices for  the secret4 ,the       
following outline given by ,kay gives   

the secret of  many a high priced system
 of this class3 ,select a number of     
rooms1 and  divide the walls and floor  
of each1 in imagination1 into nine equal
  parts or squares1 three in a row4 ,on 
the front wall--that opposite the       
entrance--of the first room1 are the    
units2 on the right-hand wall the  tens2
 on the left hand the twenties2 on the  
fourth wall the thirties2  and on the   
floor the forties4 ,numbers #aj1 #bj1   
#cj and #dj1 each find a  place on the  
roof above their respective walls1 while
 #ej occupies the  centre of the room4  
,one room will thus furnish #ej places1 
and ten rooms  as many as #ejj4 ,having 
fixed these clearly in the mind1 so as  
to be able  readily and at once to tell 
exactly the position of each place or   
number1 it is then necessary to         
associate with each of them some        
familiar object 7or symbol7 so that the 
object being suggested its place  may be
 instantly remembered1 or when the place
 be before the mind its  object may     

immediately spring up4 ,when this has   
been done thoroughly1  the objects can  
be run over in any order from beginning 
to end1 or from  end to beginning1 or   
the place of any particular one can at  
once be  given4 ,all that is further    
necessary is to associate the ideas we  
wish  to remember with the objects in   
the various places1 by which means they 
are easily remembered1 and can be gone  
over in any order4 ,in this way  one may
 learn to repeat several hundred        
disconnected words or ideas in  any     
order after hearing them only once4 ,we 
do not consider it necessary  to argue  
in detail the fact that this system is  
artificial and  cumbersome to a great   
degree4 ,while the idea of position may 
be  employed to some advantage in       
grouping together in the memory several 
associated facts1 ideas1 or words1 still
 the idea of employing a process  such  
as the above in the ordinary affairs of 
life is ridiculous1 and any  system     
based upon it has a value only as a     

curiosity1 or a mental  acrobatic feat4 
,akin to the above is the idea          
underlying many other systems1 and      
secret methods--the idea of ,contiguity1
 in which words are strung  together by 
fanciful connecting links4 ,feinagle    
describes this  underlying idea1 or     
principle1 as follows3 ,the recollection
 of them is  assisted by associating    
some idea of relation between the two2  
and as we  find by experience that      
whatever is ludicrous is calculated to  
make a  strong impression on the mind1  
the more ridiculous the association is  
the better4 ,the systems founded upon   
this idea may be employed to  repeat a  
long string of disconnected words1 and  
similar things1 but have  but little    
practical value1 notwithstanding the    
high prices charged for  them4 ,they    
serve merely as curiosities1 or methods 
of performing  tricks to amuse one's    
friends4 ,dr4 ,kothe1 a ,german teacher1
 about the  middle of the nineteenth    
century founded this last school of     

memory  training1 his ideas serving as  
the foundation for many teachers of     
high-priced systems or secret methods   
since that time4 ,the above  description
 of ,feinagle gives the key to the      
principle employed4 ,the  working of the
 principle is accomplished by the       
employment of  intermediates or         
correlatives as they are called2 for    
instance1 the  words chimney and leaf   
would be connected as follows3          
,chimney--smoke--wood--tree--,leaf4     
,then there are systems or methods based
 on the old principle of the  ,figure   
,alphabet1 in which one is taught to    
remember dates by  associating them with
 letters or words4 ,for instance1 one of
 the  teachers of this class of systems1
 wished his pupils to remember the  year
 #adhj by the word ,bi,g ,ra,t1 the     
capitals representing the figures  in   
the date4 ,comment is unnecessary6      
,the student will find that nearly all  
the systems or secret methods  that are 
being offered for sale in courses1 often

 at a very high  price1 are merely      
variations1 improvements upon1 or       
combinations of the  three forms of     
artificial methods named above4 ,new    
changes are  constantly being worked on 
these old plans2 new tunes played on the
 same  old instruments2 new chimes      
sounded from the same old bells4 ,and   
the  result is ever the same1 in these  
cases--disappointment and disgust4      
,there are a few natural systems on the 
market1 nearly all of which  contain    
information and instruction that makes  
them worth the price at  which they are 
sold4 ,as for the others--well1 judge   
for yourself after  purchasing them1 if 
you so desire4    ,regarding these      
artificial and fanciful systems1 ,kay   
says3 ,all such  systems for the        
improvement of the memory belong to what
 we have  considered the first or lowest
 form of it4 ,they are for the most part
  based on light or foolish associations
 which have little foundation in        
nature1 and are hence of little         

practical utility2 and they do not tend 
to improve or strengthen the memory as a
 whole4 ,bacon says that these  systems 
are barren and useless1 adding3 ,for    
immediately to repeat a  multitude of   
names or words once repeated before1 ,i 
esteem no more than  rope-dancing1 antic
 postures1 and feats of activity2 and1  
indeed1 they  are nearly the same       
things1 the one being the abuse of the  
bodily as the  other of the mental      
powers2 and though they may cause       
admiration1 they  cannot be highly      
esteemed4 ,and as another authority has 
said3 ,the  systems of mnemonics as     
taught1 are no better than crutches1    
useful to  those who cannot walk1 but   
impediments and hindrances to those who 
have  the use of their limbs1 and who   
only require to exercise them properly  
in order to have the full use of them4  
,in this work1 there shall be no attempt
 to teach any of these trick  systems   
that the student may perform for the    
amusement of his friends4  ,instead1    

there is only the desire to aid in      
developing the power to  receive        
impressions1 to register them upon the  
memory1 and readily to  reproduce them  
at will1 naturally and easily4 ,the     
lines of natural  mental action will be 
followed throughout4 ,the idea of this  
work is not  to teach how one may       
perform feats of memory2 but1 instead1  
to  instruct in the intelligent and     
practical use of the memory in the      
affairs of every-day life and work4     
,,chapter ,v4    ,,the ,,subconscious   
,,record-,,file4      ,the old writers  
on the subject were wont to consider the
 memory as a  separate faculty of the   
mind1 but this idea disappeared before  
the  advancing tide of knowledge which  
resulted in the acceptance of the       
conception now known as ,the ,new       
,psychology4 ,this new conception       
recognizes the existence of a vast out  
of consciousness region of the  mind1   
one phase of which is known as the      
subconscious mind1 or the  subconscious 

field of mental activities4 ,in this    
field of mentation the  activities of   
memory have their seat4 ,a careful      
consideration of the  subject brings the
 certainty that the entire work of the  
memory is  performed in this            
subconscious region of the mind4 ,only  
when the  subconscious record is        
represented to the conscious field1 and 
recollection or remembrance results1    
does the memorized idea or  impression  
emerge from the subconscious region4 ,an
 understanding of  this fact simplifies 
the entire subject of the memory1 and   
enables us to  perfect plans and methods
 whereby the memory may be developed1   
improved  and trained1 by means of the  
direction of the subconscious activities
 by  the use of the conscious faculties 
and the will4    ,hering says3 ,memory  
is a faculty not only of our conscious  
states1 but  also1 and much more so1 of 
our unconscious ones4 ,kay says3 ,it is 
impossible to understand the true nature
 of memory1 or how to train it  aright1 

unless we have a clear conception of the
 fact that there is much  in the mind of
 which we are unconscious4444 ,the      
highest form of memory1  as of all the  
mental powers1 is the unconscious--when 
what we wish to  recall comes to us     
spontaneously1 without any conscious    
thought or  search for it4 ,frequently  
when we wish to recall something that   
has  previously been in the mind we are 
unable to do so by any conscious  effort
 of the will2 but we turn the attention 
to something else1 and  after a time the
 desired information comes up           
spontaneously when we are  not          
consciously thinking of it4 ,carpenter  
says3 ,there is the working  of a       
mechanism beneath the consciousness     
which1 when once set going1  runs on of 
itself1 and which is more likely to     
evolve the desired result  when the     
conscious activity of the mind is       
exerted in a direction  altogether      
different4    ,this subconscious region 
of the mind is the great record-file of 

everything we have ever experienced1    
thought or known4 ,everything is        
recorded there4 ,the best authorities   
now generally agree that there is  no   
such thing as an absolute forgetting of 
even the most minute  impression1       
notwithstanding the fact that we may be 
unable to recollect  or remember it1    
owing to its faintness1 or lack of      
associated  indexing4 ,it is held that  
everything is to be found in that       
subconscious index-file1 if we can only 
manage to find its place4 ,kay  says3   
,in like manner we believe that every   
impression or thought that  has once    
been before consciousness remains ever  
afterward impressed upon  the mind4 ,it 
may never again come up before          
consciousness1 but it will  doubtless   
remain in that vast ultra-conscious     
region of the mind1  unconsciously      
moulding and fashioning our subsequent  
thoughts and  actions4 ,it is only a    
small part of what exists in the mind   
that we are  conscious of4 ,there is    

always much that is known to be in the  
mind that  exists in it unconsciously1  
and must be stored away somewhere4 ,we  
may be  able to recall it into          
consciousness when we wish to do so2 but
 at other  times the mind is unconscious
 of its existence4 ,further1 every one's
  experience must tell him that there is
 much in his mind that he cannot  always
 recall when he may wish to do so1--much
 that he can recover only  after a      
labored search1 or that he may search   
for in vain at the time1  but which may 
occur to him afterwards when perhaps he 
is not thinking  about it4 ,again1 much 
that we probably would never be able to 
recall1 or  that would not recur to us  
under ordinary circumstances1 we may    
remember  to have had in the mind when  
it is mentioned to us by others4 ,in    
such a  case there must still have      
remained some trace or scintilla of it  
in the  mind before we could recognize  
it as having been there before4         
,morell says3 ,we have every reason to  

believe that mental power when  once    
called forth follows the analogy of     
everything we see in the  material      
universe in the fact of its perpetuity4 
,every single effort of  mind is a      
creation which can never go back again  
into nonentity4 ,it may  slumber in the 
depths of forgetfulness as light and    
heat slumber in the  coal seams1 but    
there it is1 ready at the bidding of    
some appropriate  stimulus to come again
 out of the darkness into the light of  
consciousness4 ,beattie says3 ,that     
which has been long forgotten1 nay1     
that which we have often in vain        
endeavored to recollect1 will sometimes 
without an effort of ours occur to us on
 a sudden1 and1 if ,i may so  speak1 of 
its own accord4 ,hamilton says3 ,the    
mind frequently contains  whole systems 
of knowledge which1 though in our normal
 state they may  have faded into        
absolute oblivion1 may in certain       
abnormal states1 as  madness1 delirium1 
somnambulism1 catalepsy1 etc41 flash out

 into  luminous consciousness4444 ,for  
example1 there are cases in which the   
extinct memory of whole languages were  
suddenly restored4 ,lecky says3  ,it is 
now fully established that a multitude  
of events which are so  completely      
forgotten that no effort of the will can
 revive them1 and  that the statement of
 them calls up no reminiscences1 may    
nevertheless  be1 so to speak1 embedded 
in the memory1 and may be reproduced    
with  intense vividness under certain   
physical conditions4    ,in proof of the
 above1 the authorities give many       
instances recorded in  scientific       
annals4 ,coleridge relates the          
well-known case of the old  woman who   
could neither read nor write1 who when  
in the delirium of  fever incessantly   
recited in very pompous tones long      
passages from the  ,latin1 ,greek and   
,hebrew1 with a distinct enunciation and
 precise  rendition4 ,notes of her      
ravings were taken down by shorthand1   
and caused  much wonderment1 until it   

was afterwards found that in her youth  
she had  been employed as a servant in  
the house of a clergyman who was in the 
habit of walking up and down in his     
study reading aloud from his  favorite  
classical and religious writers4 ,in his
 books were found marked  passages      
corresponding to the notes taken from   
the girl's ravings4 ,her  subconscious  
memory had stored up the sounds of these
 passages heard in  her early youth1 but
 of which she had no recollection in her
 normal  state4 ,beaufort1 describing   
his sensations just before being rescued
  from drowning says3 ,every incident of
 my former life seemed to glance  across
 my recollection in a retrograde        
procession1 not in mere outline1  but in
 a picture filled with every minute and 
collateral feature1 thus  forming a     
panoramic view of my whole existence4   
,kay truly observes3 ,by adopting the   
opinion that every thought or           
impression that had once been           
consciously before the mind is ever     

afterwards retained1 we obtain light on 
many obscure mental phenomena2  and     
especially do we draw from it the       
conclusion of the perfectibility  of the
 memory to an almost unlimited extent4  
,we cannot doubt that1 could  we        
penetrate to the lowest depths of our   
mental nature1 we should there  find    
traces of every impression we have      
received1 every thought we have         
entertained1 and every act we have done 
through our past life1 each one  making 
its influence felt in the way of        
building up our present  knowledge1 or  
in guiding our every-day actions2 and if
 they persist in  the mind1 might it not
 be possible to recall most if not all  
of them  into consciousness when we     
wished to do so1 if our memories or     
powers of  recollection were what they  
should be8    ,as we have said1 this    
great subconscious region of the        
mind--this ,memory  region--may be      
thought of as a great record file1 with 
an intricate  system of indexes1 and    

office boys whose business it is to file
 away the  records2 to index them2 and  
to find them when needed4 ,the records  
record  only what we have impressed upon
 them by the attention1 the degree of   
depth and clearness depending entirely  
upon the degree of attention  which we  
bestowed upon the original impression4  
,we can never expect to  have the office
 boys of the memory bring up anything   
that they have not  been given to file  
away4 ,the indexing1 and                
cross-references are supplied  by the   
association existing between the various
 impressions4 ,the more                 
cross-references1 or associations that  
are connected with an idea1  thought or 
impression that is filed away in the    
memory1 the greater the  chances of it  
being found readily when wanted4 ,these 
two features of  attention and          
association1 and the parts they play in 
the phenomena of  memory1 are mentioned 
in detail in other chapters of this     
book4    ,these little office boys of   

the memory are an industrious and       
willing  lot of little chaps1 but like  
all boys they do their best work when   
kept  in practice4 ,idleness and lack of
 exercise cause them to become slothful 
and careless1 and forgetful of the      
records under their charge4 ,a little   
fresh exercise and work soon take the   
cobwebs out of their brains1 and  they  
spring eagerly to their tasks4 ,they    
become familiar with their work  when   
exercised properly1 and soon become very
 expert4 ,they have a  tendency to      
remember1 on their own part1 and when a 
certain record is  called for often they
 grow accustomed to its place1 and can  
find it  without referring to the       
indexes at all4 ,but their trouble comes
 from  faint and almost illegible       
records1 caused by poor attention--these
  they can scarcely decipher when they  
do succeed in finding them4 ,lack of    
proper indexing by associations causes  
them much worry and extra work1  and    
sometimes they are unable to find the   

records at all from this  neglect4      
,often1 however1 after they have told   
you that they could not  find a thing1  
and you have left the place in disgust1 
they will continue  their search and    
hours afterward will surprise you by    
handing you the  desired idea1 or       
impression1 which they had found        
carelessly indexed or  improperly filed 
away4 ,in these chapters you will be    
helped1 if you will  carry in your mind 
these little office boys of the memory  
record file1  and the hard work they    
have to do for you1 much of which is    
made doubly  burdensome by your own     
neglect and carelessness4 ,treat these  
little  fellows right and they will work
 overtime for you1 willingly and        
joyfully4 ,but they need your assistance
 and encouragement1 and an  occasional  
word of praise and commendation4        
,,chapter ,,vi4    ,,attention4      ,as
 we have seen in the preceding chapters1
 before one can expect to  recall or    
remember a thing1 that thing must have  

been impressed upon the  records of his 
subconsciousness1 distinctly and        
clearly4 ,and the main  factor of the   
recording of impressions is that quality
 of the mind that  we call ,attention4  
,all the leading authorities on the     
subject of memory  recognize and teach  
the value of attention in the           
cultivation and  development of the     
memory4 ,tupper says3 ,memory1 the      
daughter of  ,attention1 is the teeming 
mother of wisdom4 ,lowell says3         
,attention is  the stuff that ,memory is
 made of1 and ,memory is accumulated    
,genius4  ,hall says3 ,in the power of  
fixing the attention lies the most      
precious  of the intellectual habits4   
,locke says3 ,when the ideas that offer 
themselves are taken notice of1 and1 as 
it were1 registered in the  memory1 it  
is ,attention4 ,stewart says3 ,the      
permanence of the  impression which     
anything leaves on the memory1 is       
proportionate to the  degree of         
attention which was originally given to 

it4 ,thompson says3  ,the experiences   
most permanently impressed upon         
consciousness are those  upon which the 
greatest amount of attention has been   
fixed4 ,beattie  says3 ,the force       
wherewith anything strikes the mind is  
generally in  proportion to the degree  
of attention bestowed upon it4 ,the     
great art of  memory is attention4444   
,inattentive people have always bad     
memories4  ,kay says3 ,it is generally  
held by philosophers that without some  
degree  of attention no impression of   
any duration could be made on the mind1 
or  laid up in the memory4 ,hamilton    
says3 ,it is a law of the mind that the 
intensity of the present consciousness  
determines the vivacity of the  future  
memory2 memory and consciousness are    
thus in the direct ratio of  each other4
 ,vivid consciousness1 long memory2     
faint consciousness1 short  memory2 no  
consciousness1 no memory4444 ,an act of 
attention1 that is an  act of           
concentration1 seems thus necessary to  

every exertion of  consciousness1 as a  
certain contraction of the pupil is     
requisite to  every exertion of vision4 
,attention1 then1 is to consciousness   
what the  contraction of the pupil is to
 sight1 or to the eye of the mind what  
the  microscope or telescope is to the  
bodily eye4 ,it constitutes the better  
half of all intellectual power4    ,we  
have quoted from the above authorities  
at considerable length1 for  the purpose
 of impressing upon your mind the       
importance of this subject  of          
,attention4 ,the subconscious regions of
 the mind are the great  storehouses of 
the mental records of impressions from  
within and  without4 ,its great systems 
of filing1 recording and indexing these 
records constitute that which we call   
memory4 ,but before any of this  work is
 possible1 impressions must first have  
been received4 ,and1 as you  may see    
from the quotations just given1 these   
impressions depend upon  the power of   
attention given to the things making the

 impressions4 ,if  there has been given 
great attention1 there will be clear and
 deep  impressions2 if there has been   
given but average attention1 there will 
be but average impressions2 if there has
 been given but faint attention1  there 
will be but faint impressions2 if there 
has been given no  attention1 there will
 be no records4    ,one of the most     
common causes of poor attention is to be
 found in the  lack of interest4 ,we are
 apt to remember the things in which we 
have  been most interested1 because in  
that outpouring of interest there has   
been a high degree of attention         
manifested4 ,a man may have a very poor 
memory for many things1 but when it     
comes to the things in which his        
interest is involved he often remembers 
the most minute details4 ,what is       
called involuntary attention is that    
form of attention that follows upon     
interest1 curiosity1 or desire--no      
special effort of the will being        
required in it4 ,what is called         

voluntary attention is that form of     
attention that is bestowed upon objects 
not necessarily interesting1  curious1  
or attractive--this requires the        
application of the will1 and  is a mark 
of a developed character4 ,every person 
has more or less  involuntary attention1
 while but few possess developed        
voluntary  attention4 ,the former is    
instinctive--the latter comes only by   
practice  and training4    ,but there is
 this important point to be remembered1 
that interest may  be developed by      
voluntary attention bestowed and held   
upon an object4  ,things that are       
originally lacking in sufficient        
interest to attract the  involuntary    
attention may develop a secondary       
interest if the voluntary  attention be 
placed upon and held upon them4 ,as     
,halleck says on this  point3 ,when it  
is said that attention will not take a  
firm hold on an  uninteresting thing1 we
 must not forget that anyone not shallow
 and  fickle can soon discover something

 interesting in most objects4 ,here     
cultivated minds show their especial    
superiority1 for the attention  which   
they are able to give generally ends in 
finding a pearl in the  most            
uninteresting looking oyster4 ,when an  
object necessarily loses  interest from 
one point of view1 such minds discover  
in it new  attributes4 ,the essence of  
genius is to present an old thing in new
  ways1 whether it be some force in     
nature or some aspect of humanity4      
,it is very difficult to teach another  
person how to cultivate the  attention4 
,this because the whole thing consists  
so largely in the use  of the will1 and 
by faithful practice and persistent     
application4 ,the  first requisite is   
the determination to use the will4 ,you 
must argue  it out with yourself1 until 
you become convinced that it is         
necessary  and desirable for you to     
acquire the art of voluntary            
attention--you  must convince yourself  
beyond reasonable doubt4 ,this is the   

first step  and one more difficult than 
it would seem at first sight4 ,the      
principal  difficulty in it lies in the 
fact that to do the thing you must do   
some  active earnest thinking1 and the  
majority of people are too lazy to      
indulge in such mental effort4 ,having  
mastered this first step1 you must      
induce a strong burning desire to       
acquire the art of voluntary            
attention--you must learn to want it    
hard4 ,in this way you induce a         
condition of interest and attractiveness
 where it was previously  lacking4      
,third and last1 you must hold your will
 firmly and persistently  to the task1  
and practice faithfully4    ,begin by   
turning your attention upon some        
uninteresting thing and  studying its   
details until you are able to describe  
them4 ,this will  prove very tiresome at
 first but you must stick to it4 ,do not
 practice  too long at a time at first2 
take a rest and try it again later4 ,you
  will soon find that it comes easier1  

and that a new interest is  beginning to
 manifest itself in the task4 ,examine  
this book1 as  practice1 learn how many 
pages there are in it2 how many         
chapters2 how  many pages in each       
chapter2 the details of type1 printing  
and  binding--all the little things     
about it--so that you could give another
  person a full account of the minor    
details of the book4 ,this may seem     
uninteresting--and so it will be at     
first--but a little practice will       
create a new interest in the petty      
details1 and you will be surprised at   
the number of little things that you    
will notice4 ,this plan1 practiced  on  
many things1 in spare hours1 will       
develop the power of voluntary          
attention and perception in anyone1 no  
matter how deficient he may have  been  
in these things4 ,if you can get some   
one else to join in the  game-task with 
you1 and then each endeavor to excel the
 other in  finding details1 the task    
will be much easier1 and better work    

will be  accomplished4 ,begin to take   
notice of things about you2 the places  
you  visit2 the things in the rooms1    
etc4 ,in this way you will start the    
habit of noticing things1 which is the  
first requisite for memory  development4
    ,halleck gives the following        
excellent advice on this subject3 ,to   
look  at a thing intelligently is the   
most difficult of all arts4 ,the first  
rule for the cultivation of accurate    
perception is3 ,do not try to  perceive 
the whole of a complex object at once4  
,take the human face as  an example4 ,a 
man1 holding an important position to   
which he had been  elected1 offended    
many people because he could not        
remember faces1 and  hence failed to    
recognize individuals the second time he
 met them4 ,his  trouble was in looking 
at the countenance as a whole4 ,when he 
changed  his method of observation1 and 
noticed carefully the nose1 mouth1 eyes1
  chin1 and color of hair1 he at once   
began to find recognition easier4 ,he   

was no longer in difficulty of mistaking
 ,a for ,b1 since he remembered  that   
the shape of ,b's nose was different1 or
 the color of his hair at  least three  
shades lighter4 ,this example shows that
 another rule can be  formulated3 ,pay  
careful attention to details4 ,we are   
perhaps asked to  give a minute         
description of the exterior of a        
somewhat noted suburban  house that we  
have lately seen4 ,we reply in general  
terms1 giving the  size and color of the
 house4 ,perhaps we also have an idea of
 part of the  material used in the      
exterior construction4 ,we are asked to 
be exact  about the shape of the door1  
porch1 roof1 chimneys and windows2      
whether  the windows are plain or       
circular1 whether they have cornices1 or
  whether the trimmings around them are 
of the same material as the rest  of the
 house4 ,a friend1 who will be unable to
 see the house1 wishes to  know         
definitely about the angles of the roof1
 and the way the windows  are arranged  

with reference to them4 ,unless we can  
answer these  questions exactly1 we     
merely tantalize our friends by telling 
them we  have seen the house4 ,to see an
 object merely as an undiscriminated    
mass  of something in a certain place1  
is to do no more than a donkey          
accomplishes as he trots along4         
,there are three general rules that may 
be given in this matter of  bestowing   
the voluntary attention in the direction
 of actually seeing  things1 instead of 
merely looking at them4 ,the first is3  
,make yourself  take an interest in the 
thing4 ,the second3 ,see it as if you   
were taking  note of it in order to     
repeat its details to a friend--this    
will force  you to take notice4 ,the    
third3 ,give to your subconsciousness a 
mental  command to take note of what you
 are looking at--say to it2 ,here1 you  
take note of this and remember it for   
me6 ,this last consists of a  peculiar  
knack that can be attained by a little  
practice--it will  come to you suddenly 

after a few trials4    ,regarding this  
third rule whereby the subconsciousness 
is made to work  for you1 ,charles      
,leland has the following to say1       
although he uses it to  illustrate      
another point3 ,as ,i understand it1 it 
is a kind of impulse  or projection of  
will into the coming work4 ,i may here  
illustrate this  with a curious fact in 
physics4 ,if the reader wished to ring a
 doorbell  so as to produce as much     
sound as possible1 he would probably    
pull it  as far back as he could1 and   
then let it go4 ,but if he would1 in    
letting  it go1 simply give it a tap    
with his forefinger1 he would actually  
redouble the sound4 ,or1 to shoot an    
arrow as far as possible1 it is not     
enough to merely draw the bow to its    
utmost span or tension4 ,if1 just  as it
 goes1 you will give the bow a quick    
push1 though the effort be  trifling1   
the arrow will fly almost as far again  
as it would have done  without it4 ,or1 
if1 as is well known in wielding a very 

sharp sabre1 we  make the draw cut2 that
 is1 if to the blow or chop1 as with an 
axe1 we  also add a certain slight pull1
 simultaneously1 we can cut through a   
silk handkerchief or a sheep4           
,forethought 7command to the            
subconsciousness7 is the tap on the     
bell2 the push on the bow2 the draw  on 
the sabre4 ,it is the deliberate but yet
 rapid action of the mind when  before  
dismissing thought1 we bid the mind to  
consequently respond4 ,it  is more than 
merely thinking what we are to do2 it is
 the bidding or  ordering the ,self to  
fulfill a task before willing it4       
,remember first1 last and always1 that  
before you can remember1 or  recollect1 
you must first perceive2 and that       
perception is possible  only through    
attention1 and responds in degree to the
 latter4 ,therefore1  it has truly been 
said that3 ,the great ,art of ,memory is
 ,attention4          ,,chapter ,,vii4  
,,association4      ,in the preceding   
chapters we have seen that in order that

 a thing may be  remembered1 it must be 
impressed clearly upon the mind in the  
first  place2 and that in order to      
obtain a clear impression there must be 
a  manifestation of attention4 ,so much 
for the recording of the  impressions4  
,but when we come to recalling1         
recollecting or remembering  the        
impressions we are brought face to face 
with another important law  of          
memory--the law of ,association4        
,association plays a part analogous to  
the indexing and cross-indexing of a    
book2 a library2 or another system  in  
which the aim is to readily find        
something that has been filed away1  or 
contained in some way in a collection of
 similar things4 ,as ,kay says3  ,in    
order that what is in the memory may be 
recalled or brought again  before       
consciousness1 it is necessary that it  
be regarded in connection1  or in       
association with one or more other      
things or ideas1 and as a rule  the     
greater the number of other things with 

which it is associated the  greater the 
likelihood of its recall4 ,the two      
processes are involved in  every act of 
memory4 ,we must first impress1 and then
 we must associate4  ,without a clear   
impression being formed1 that which is  
recalled will be  indistinct and        
inaccurate2 and unless it is associated 
with something  else in the mind1 it    
cannot be recalled4 ,if we may suppose  
an idea  existing in the mind by itself1
 unconnected with any other idea1 its   
recall would be impossible4    ,all the 
best authorities recognize and teach the
 importance of this law  of association1
 in connection with the memory4         
,abercrombie says3 ,next  to the effect 
of attention is the remarkable influence
 produced upon  memory by association4  
,carpenter says3 ,the recording power of
 memory  mainly depends upon the degree 
of attention we give to the idea to be  
remembered4 ,the reproducing power again
 altogether depends upon the  nature of 
the associations by which the new idea  

has been linked on to  other ideas which
 have been previously recorded4 ,ribot  
says3 ,the most  fundamental law which  
regulates psychological phenomena is the
 law of  association4 ,in its           
comprehensive character it is comparable
 to the law  of attraction in the       
physical world4 ,mill says3 ,that which 
the law of  gravitation is to astronomy2
 that which the elementary properties of
 the  tissues are to physiology2 the law
 of association of ideas is to          
psychology4 ,stewart says3 ,the         
connection between memory and the       
association of ideas is so striking that
 it has been supposed by some  that the 
whole of the phenomena might be resolved
 into this principle4  ,the association 
of ideas connects our various thoughts  
with each other1  so as to present them 
to the mind in a certain order2 but it  
presupposes  the existence of those     
thoughts in the mind1--in other words it
  presupposes a faculty of retaining the
 knowledge which we acquire4 ,on  the   

other hand1 it is evident that without  
the associating principle1  the power of
 retaining our thoughts1 and of         
recognizing them when they  occur to us1
 would have been of little use2 for the 
most important  articles of our         
knowledge might have remained latent in 
the mind1 even  when those occasions    
presented themselves to which they were 
immediately  applicable4    ,association
 of ideas depends upon two principles   
known1 respectively1 as  7#a7 the law of
 contiguity2 and 7#b7 the law of        
similarity4 ,association by  contiguity 
is that form of association by which an 
idea is linked1  connected1 or          
associated with the sensation1 thought1 
or idea  immediately preceding it1 and  
that which directly follows it4 ,each   
idea1  or thought1 is a link in a great 
chain of thought being connected with   
the preceding link and the succeeding   
link4 ,association by similarity is     
that form of association by which an    
idea1 thought1 or sensation is  linked1 

connected1 or associated with ideas1    
thoughts1 or sensations of  a similar   
kind1 which have occurred previously or 
subsequently4 ,the  first form of       
association is the relation of          
sequence--the second the  relation of   
kind4    ,association by contiguity is  
the great law of thought1 as well as of 
memory4 ,as ,kay says3 ,the great law of
 mental association is that of          
contiguity1 by means of which sensations
 and ideas that have been in the  mind  
together or in close succession1 tend to
 unite together1 or cohere  in such a   
way that the one can afterward recall   
the other4 ,the  connection that        
naturally subsists between a sensation  
or idea in the  mind1 and that which    
immediately preceded or followed it1 is 
of the  strongest and most intimate     
nature4 ,the two1 strictly speaking1 are
 but  one1 forming one complete thought4
 ,as ,taine says3 ,to speak correctly1  
there is no isolated or separate        
sensation4 ,a sensation is a state which

  begins as a continuation of preceding 
ones1 and ends by losing itself  in     
those following it2 it is by an         
arbitrary severing1 and for the         
convenience of language1 that we set it 
apart as we do2 its beginning  is the   
end of another1 and its ending the      
beginning of another4 ,as  ,ribot says3 
,when we read or hear a sentence1 for   
example1 at  the commencement of the    
fifth word something of the fourth word 
still remains4 ,association by          
contiguity may be separated into two    
sub-classes--contiguity in time2 and    
contiguity in space4 ,in contiguity  in 
time there is manifested the tendency of
 the memory to recall the  impressions  
in the same order in which they were    
received--the first  impression         
suggesting the second1 and that the     
third1 and so on4 ,in this  way the     
child learns to repeat the alphabet1 and
 the adult the  succeeding lines of a   
poem4 ,as ,priestly says3 ,in a poem1   
the end of  each preceding word being   

connected with the beginning of the     
succeeding  one1 we can easily repeat   
them in that order1 but we are not able 
to  repeat them backwards till they have
 been frequently named in that  order4  
,memory of words1 or groups of words1   
depends upon this form of  contigious   
association4 ,some persons are able to  
repeat long poems from  beginning to    
end1 with perfect ease1 but are unable  
to repeat any  particular sentence1 or  
verse1 without working down to it from  
the  beginning4 ,contiguity in space is 
manifested in forms of recollection or  
remembrance by position4 ,thus by       
remembering the things connected with   
the position of a particular thing1 we  
are enabled to recall the thing  itself4
 ,as we have seen in a preceding        
chapter1 some forms of memory  systems  
have been based on this law4 ,if you    
will recall some house or  room in which
 you have been1 you will find that you  
will remember one  object after another1
 in the order of the relative positions1

 or  contiguity in space1 or position4  
,beginning with the front hall1 you may 
travel in memory from one room to       
another1 recalling each with the        
objects it contains1 according to the   
degree of attention you bestowed  upon  
them originally4 ,kay says of           
association by contiguity3 ,it is on    
this principle of contiguity that       
mnemonical systems are constructed1 as  
when what we wish to remember is        
associated in the mind with a certain   
object or locality1 the ideas associated
 will at once come up2 or when  each    
word or idea is associated with the one 
immediately preceding it1  so that when 
the one is recalled the other comes up  
along with it1 and  thus long lists of  
names or long passages of books can be  
readily learnt  by heart4    ,from the  
foregoing1 it will be seen that it is of
 great importance that  we correlate our
 impressions with those preceding and   
following4 ,the  more closely knitted   
together our impressions are1 the more  

closely will  they cohere1 and the      
greater will be the facility of         
remembering or  recollecting them4 ,we  
should endeavor to form our impressions 
of things  so that they will be         
associated with other impressions1 in   
time and  space4 ,every other thing that
 is associated in the mind with a given 
thing1 serves as a loose end of memory1 
which if once grasped and  followed up  
will lead us to the thing we desire to  
recall to mind4    ,association by      
similarity is the linking together of   
impressions of a  similar kind1         
irrespective of time and place4         
,carpenter expresses it as  follows3    
,the law of similarity expresses the    
general fact that any  present state of 
consciousness tends to revive previous  
states which are  similar to it4444     
,rational or philosophical association  
is when a fact  or statement on which   
the attention is fixed is associated    
with some  fact previously known1 to    
which it has a relation1 or with some   

subject  which it is calculated to      
illustrate4 ,and as ,kay says3 ,the     
similars  may be widely apart in space  
or in time1 but they are brought        
together  and associated through their  
resemblance to each other4 ,thus1 a     
circumstance of to-day may recall       
circumstances of a similar nature that  
occurred perhaps at very different      
times1 and they will become  associated 
together in the mind1 so that afterwards
 the presence of one  will tend to      
recall the others4 ,abercrombie says of 
this phase of  association3 ,the habit  
of correct association--that is1        
connecting  facts in the mind according 
to their true relations1 and to the     
manner  in which they tend to illustrate
 each other1 is one of the principle    
means of improving the memory1          
particularly that kind of memory which  
is  an essential quality of a cultivated
 mind--namely1 that which is founded    
not upon incidental connections1 but on 
true and important relations4    ,as    

,beattie says3 ,the more relations or   
likenesses that we find or can          
establish between objects1 the more     
easily will the view of one lead us  to 
recollect the rest4 ,and as ,kay says3  
,in order to fix a thing in  the memory1
 we must associate it with something in 
the mind already1  and the more closely 
that which we wish to remember resembles
 that with  which it is associated1 the 
better is it fixed in the memory1 and   
the  more readily is it recalled4 ,if   
the two strongly resemble each other1 or
  are not to be distinguished from each 
other1 then the association is of  the  
strongest kind4444 ,the memory is able  
to retain and replace a vastly  greater 
number of ideas1 if they are associated 
or arranged on some  principle of       
similarity1 than if they are presented  
merely as isolated  facts4 ,it is not by
 the multitude of ideas1 but the want of
 arrangement  among them1 that the      
memory is burdened and its powers       
weakened4 ,as  ,arnott says3 ,the       

ignorant man may be said to have charged
 his hundred  hooks of knowledge 7to use
 a rude simile71 with single objects1   
while  the informed man makes each hook 
support a long chain to which thousands 
of kindred and useful things are        
attached4    ,we ask each student of    
this book to acquaint himself with the  
general  idea of the working features of
 the law of association as given in this
  chapter for the reason that much of   
the instruction to be given under  the  
head of the several phases and classes  
of memory is based upon an  application 
of the ,law of ,association1 in         
connection with the law of  ,attention4 
,these fundamental principles should be 
clearly grasped before  one proceeds to 
the details of practice and exercise4   
,one should know  not only how to use   
the mind and memory in certain ways1 but
 also  why it is to be used in that     
particular way4 ,by understanding the   
reason of it1 one is better able to     
follow out the directions4              

,,chapter ,,viii4    ,,phases ,,of      
,,memory4      ,one of the first things 
apt to be noticed by the student of     
memory is  the fact that there are      
several different phases of the         
manifestation of  memory4 ,that is to   
say1 that there are several general     
classes into  which the phenomena of    
memory may be grouped4 ,and accordingly 
we find  some persons quite highly      
developed in certain phases of memory1  
and  quite deficient in others4 ,if     
there were but one phase or class of    
memory1 then a person who had developed 
his memory along any particular  line   
would have at the same time developed it
 equally along all the  other lines4    
,but this is far from being the true    
state of affairs4 ,we  find men who are 
quite proficient in recalling the       
impression of faces1  while they find it
 very difficult to recall the names of  
the persons  whose faces they remember4 
,others can remember faces1 and not     
names4  ,others have an excellent       

recollection of localities1 while others
 are  constantly losing themselves4     
,others remember dates1 prices1 numbers1
  and figures generally1 while deficient
 in other forms of recollection4        
,others remember tales1 incidents1      
anecdotes etc41 while forgetting other  
things4 ,and so on1 each person being   
apt to possess a memory good in  some   
phases1 while deficient in others4      
,the phases of memory may be divided    
into two general classes1 namely 7#a7   
,memory of ,sense ,impressions2 and 7#b7
 ,memory of ,ideas4 ,this               
classification is somewhat arbitrary1   
for the reason that sense  impressions  
develop into ideas1 and ideas are       
composed to a considerable  extent of   
sense impressions1 but in a general way 
the classification  serves its purpose1 
which is the grouping together of       
certain phases of  the phenomena of     
memory4    ,memory of ,sense            
,impressions of course includes the     
impressions received  from all of the   

five senses3 sight2 hearing2 taste2     
touch2 and smell4  ,but when we come    
down to a practical examination of sense
 impressions  retained in the memory1 we
 find that the majority of such         
impressions  are those obtained through 
the two respective senses of sight and  
hearing4 ,the impressions received from 
the sense of taste1 touch and  smell1   
respectively1 are comparatively small1  
except in the cases of  certain experts 
in special lines1 whose occupation      
consists in acquiring  a very delicate  
sense of taste1 smell or touch1 and     
correspondingly a  fine sense of memory 
along these particular lines4 ,for      
instance1 the  wine-taster and          
tea-tasters1 who are able to distinguish
 between the  various grades of         
merchandise handled by them1 have       
developed not only  very fine senses of 
taste and smell1 but also a remarkable  
memory of the  impressions previously   
received1 the power of discrimination   
depending  as much upon the memory as   

upon the special sense4 ,in the same way
 the  skilled surgeon as well as the    
skilled mechanic acquires a fine sense  
of  touch and a correspondingly highly  
developed memory of touch  impressions4 
,but1 as we have said1 the greater part 
of the sense impressions stored  away in
 our memories are those previously      
received through the senses  of sight   
and hearing1 respectively4 ,the majority
 of sense impressions1  stored away in  
the memory1 have been received more or  
less  involuntarily1 that is with the   
application of but a slight degree of   
attention4 ,they are more or less       
indistinct and hazy1 and are recalled   
with difficulty1 the remembrance of them
 generally coming about without         
conscious effort1 according to the law  
of association4 ,that is1 they  come    
principally when we are thinking about  
something else upon which we  have given
 thought and attention1 and with which  
they have been  associated4 ,there is   
quite a difference between the          

remembrance of sense  impressions       
received in this way1 and those which we
 record by the  bestowal of attention1  
interest and concentration4    ,the     
sense impressions of sight are by far   
the most numerous in our  subconscious  
storehouse4 ,we are constantly          
exercising our sense of  sight1 and     
receiving thousands of different sight  
impressions every  hour4 ,but the       
majority of these impressions are but   
faintly recorded  upon the memory1      
because we give to them but little      
attention or  interest4 ,but it is      
astonishing1 at times1 when we find that
 when we  recall some important event or
 incident we also recall many faint     
sight  impressions of which we did not  
dream we had any record4 ,to realize the
  important part played by sight        
impressions in the phenomena of memory1 
recall some particular time or event in 
your life1 and see how many more  things
 that you saw are remembered1 compared  
with the number of things  that you     

heard1 or tasted1 or felt or smelled4   
,second in number1 however1 are the     
impressions received through the  sense 
of hearing1 and consequently the memory 
stores away a great number  of sound    
impressions4 ,in some cases the         
impressions of sight and sound  are     
joined together1 as for instance in the 
case of words1 in which not  only the   
sound but the shape of the letters      
composing the word1 or  rather the      
word-shape itself1 are stored away      
together1 and consequently  are far more
 readily remembered or recollected than 
things of which but  one sense          
impression is recorded4 ,teachers of    
memory use this fact as a  means of     
helping their students to memorize words
 by speaking them  aloud1 and then      
writing them down4 ,many persons        
memorize names in this  way1 the        
impression of the written word being    
added to the impression of  the sound1  
thus doubling the record4 ,the more     
impressions that you can  make regarding

 a thing1 the greater are the chances of
 your easily  recollecting it4 ,likewise
 it is very important to attach an      
impression  of a weaker sense1 to that  
of a stronger one1 in order that the    
former  may be memorized4 ,for instance1
 if you have a good eye memory1 and a   
poor ear memory1 it is well to attach   
your sound impressions to the  sight    
impressions4 ,and if you have a poor eye
 memory1 and a good ear  memory it is   
important to attach your sight          
impressions to your sound  impressions4 
,in this way you take advantage of the  
law of association1  of which we have   
told you4    ,under the sub-class of    
sight impressions1 are found the smaller
  divisions of memory known as memory of
 locality2 memory of figures2  memory of
 form2 memory of color2 and memory of   
written or printed  words4 ,under the   
sub-class of sound impressions are found
 the smaller  divisions of memory known 
as memory of spoken words2 memory of    
names2  memory of stories2 memory of    

music1 etc4 ,we shall pay special       
attention  to these forms of memory1 in 
succeeding chapters4    ,the second     
general class of memory1--memory of     
ideas1--includes the  memory of facts1  
events1 thoughts1 lines of reasoning1   
etc41 and is  regarded as higher in the 
scale than the memory of sense          
impressions1  although not more         
necessary nor useful to the average     
person4 ,this form  of memory of course 
accompanies the higher lines of         
intellectual effort  and activities1 and
 constitutes a large part of what is    
known as true  education1 that is       
education which teaches one to think    
instead of to  merely memorize certain  
things taught in books or lectures4     
,the well-rounded man1 mentally1 is he  
who has developed his memory on  all    
sides1 rather than the one who has      
developed but one special phase  of the 
faculty4 ,it is true that a man's       
interest and occupation  certainly tend 
to develop his memory according to his  

daily needs and  requirements1 but it is
 well that he should give to the other  
parts of  his memory field some         
exercise1 in order that he may not grow 
one-sided4  ,as ,halleck has said3 ,many
 persons think that memory is mainly due
 to  sight2 but we have as many         
different kinds of memory as we have    
senses4  ,to sight1 the watermelon is a 
long greenish body1 but this is its     
least  important quality4 ,sight alone  
gives the poorest idea of the           
watermelon4  ,we approach the vine where
 the fruit is growing1 and in order to  
decide whether it is ripe1 we tap the   
rind and judge by the sound4  ,we must  
remember that a ripe watermelon has a   
certain resonance4 ,by  passing our     
hands over the melon1 we learn that it  
has certain touch  characteristics4 ,we 
cut it open and learn the qualities of  
taste and  smell4 ,all this knowledge   
afforded by the different senses must   
enter  into a perfected memory image4   
,hence we see that many complex         

processes  go to form an idea of a      
thing4 ,napoleon was not content with   
only  hearing a name4 ,he wrote it down1
 and having satisfied his eye memory  as
 well as his ear memory1 he threw the   
paper away4    ,in this book we shall   
point out the methods and processes     
calculated to  round out the memory of  
the student4 ,as a rule his strong      
phases of  memory need but little       
attention1 although even in these a     
little  scientific knowledge will be of 
use4 ,but in the weaker phases1 those   
phases in which his memory is poor1 he  
should exert a new energy and  activity1
 to the end that these weaker regions of
 the memory may be  cultivated and      
fertilized1 and well stored with the    
seed impressions1  which will bear a    
good crop in time4 ,there is no phase1  
field1 or class  of memory that is not  
capable of being highly developed by    
intelligent  application4 ,it requires  
practice1 exercise and work--but the    
reward is  great4 ,many a man is        

handicapped by being deficient in       
certain phases of  memory1 while        
proficient in others4 ,the remedy is in 
his own hands1 and  we feel that in this
 book we have given to each the means   
whereby he may  acquire a good memory   
along any or all lines4                 
,,chapter ,,ix4    ,,training ,,the     
,,eye4      ,before the memory can be   
stored with sight impressions--before   
the mind  can recollect or remember such
 impressions--the eye must be used under
  the direction of the attention4 ,we   
think that we see things when we look   
at them1 but in reality we see but few  
things1 in the sense of  registering    
clear and distinct impressions of them  
upon the tablets of  the subconscious   
mind4 ,we look at them rather than see  
them4    ,halleck says regarding this   
sight without seeing idea3 ,a body may  
be  imaged on the retina without        
insuring perception4 ,there must be an  
effort to concentrate the attention upon
 the many things which the world        

presents to our senses4 ,a man once said
 to the pupils of a large school1  all  
of whom had seen cows3 ',i should like  
to find out how many of you  know       
whether a cow's ears are above1 below1  
behind1 or in front of her  horns4 ,i   
want only those pupils to raise their   
hands who are sure about  the position  
and who will promise to give a dollar to
 charity if they  answer wrong4' ,only  
two hands were raised4 ,their owners had
 drawn cows  and in order to do that had
 been forced to concentrate their       
attention  upon the animals4 ,fifteen   
pupils were sure that they had seen cats
 climb  trees and descend them4 ,there  
was unanimity of opinion that the cats  
went up heads first4 ,when asked whether
 the cats came down head or tail  first1
 the majority were sure that the cats   
descended as they were never  known to  
do4 ,any one who had ever noticed the   
shape of the claws of any  beast of prey
 could have answered the question       
without seeing an actual  descent4      

,farmers' boys who have often seen cows 
and horses lie down and  rise1 are      
seldom sure whether the animals rise    
with their fore or hind  feet first1 or 
whether the habit of the horse agrees   
with that of the  cow in this respect4  
,the elm tree has about its leaf a      
peculiarity which  all ought to notice  
the first time they see it1 and yet only
 about five  per cent of a certain      
school could incorporate in a drawing   
this  peculiarity1 although it is so    
easily outlined on paper4 ,perception1  
to  achieve satisfactory results1 must  
summon the will to its aid to           
concentrate the attention4 ,only the    
smallest part of what falls upon our    
senses at any time is actually          
perceived4    ,the way to train the mind
 to receive clear sight-impressions1 and
  therefore to retain them in the memory
 is simply to concentrate the will  and 
attention upon objects of sight1        
endeavoring to see them plainly  and    
distinctly1 and then to practice        

recalling the details of the object     
some time afterward4 ,it is astonishing 
how rapidly one may improve in  this    
respect by a little practice4 ,and it is
 amazing how great a degree  of         
proficiency in this practice one may    
attain in a short time4 ,you have       
doubtless heard the old story of        
,houdin1 the ,french conjurer1 who      
cultivated his memory of sight          
impressions by following a simple plan4 
,he started in to practice by observing 
the number of small objects in  the     
,paris shop windows he could see and    
remember in one quick glance as  he     
rapidly walked past the window4 ,he     
followed the plan of noting down  on    
paper the things that he saw and        
remembered4 ,at first he could  remember
 but two or three articles in the       
window4 ,then he began to see  and      
remember more1 and so on1 each day      
adding to his power of perception  and  
memory1 until finally he was able to see
 and remember nearly every  small       

article in a large shop window1 after   
bestowing but one glance  upon it4      
,others have found this plan an         
excellent one1 and have  developed their
 power of perception greatly1 and at the
 same time  cultivated an amazingly     
retentive memory of objects thus seen4  
,it is all  a matter of use and         
practice4 ,the experiment of ,houdin may
 be varied  infinitely1 with excellent  
results4    ,the ,hindus train their    
children along these lines1 by playing  
the sight  game with them4 ,this game is
 played by exposing to the sight of the 
children a number of small objects1 at  
which they gaze intently1 and  which are
 then withdrawn from their sight4 ,the  
children then endeavor to  excel each   
other in writing down the names of the  
objects which they  have seen4 ,the     
number of objects is small to begin     
with1 but is  increased each day1 until 
an astonishing number are perceived and 
remembered4    ,rudyard ,kipling in his 
great book1 ,kim1 gives an instance of  

this  game1 played by ,kim and a trained
 native youth4 ,lurgan ,sahib exposes   
to the sight of the two boys a tray     
filled with jewels and gems1  allowing  
them to gaze upon it a few moments      
before it is withdrawn from  sight4     
,then the competition begins1 as        
follows3 ',there are under that  paper  
five blue stones1 one big1 one smaller1 
and three small1' said ,kim  in all     
haste4 ,there are four green stones1 and
 one with a hole in it2  there is one   
yellow stone that ,i can see through1   
and one like a pipe  stem4 ,there are   
two red stones1 and--and--give me time4'
 ,but ,kim had  reached the limit of his
 powers4 ,then came the turn of the     
native boy4  ',hear my count1' cried the
 native child4 ',first are two flawed   
sapphires1 one of two ruttes and one of 
four1 as ,i should judge4 ,the  four    
rutte sapphire is chipped at the edge4  
,there is one ,turkestan  turquoise1    
plain with green veins1 and there are   
two inscribed--one with  the name of    

,god in gilt1 and the other being       
cracked across1 for it came  out of an  
old ring1 ,i cannot read4 ,we have now  
the five blue stones2  four flamed      
emeralds there are1 but one is drilled  
in two places1 and  one is a little     
carven4' ',their weight8' said ,lurgan  
,sahib1 impassively4                    
',three--five--five and four ruttees1 as
 ,i judge it4 ,there is one piece  of   
old greenish amber1 and a cheap cut     
topaz from ,europe4 ,there is one  ruby 
of ,burma1 one of two ruttees1 without a
 flaw4 ,and there is a ballas  ruby1    
flawed1 of two ruttees4 ,there is a     
carved ivory from ,china1  representing 
a rat sucking an egg2 and there is      
last--,ah--ha6--a ball of  crystal as   
big as a bean set in gold leaf4' ,kim is
 mortified at his bad  beating1 and asks
 the secret4 ,the answer is3 ,by doing  
it many times  over1 till it is done    
perfectly1 for it is worth doing4       
,many teachers have followed plans      
similar to that just related4 ,a number 

of small articles are exposed1 and the  
pupils are trained to see and  remember 
them1 the process being gradually made  
more and more difficult4  ,a well known 
,american teacher was in the habit of   
rapidly making a  number of dots on the 
blackboard1 and then erasing them before
 the  pupils could count them in the    
ordinary way4 ,the children then        
endeavored to count their mental        
impressions1 and before long they  could
 correctly name the number up to ten or 
more1 with ease4 ,they said  they could 
see six1 or see ten1 as the case may be1
 automatically  and apparently without  
the labor of consciously counting them4 
,it is  related in works dealing with   
the detection of crime1 that in the     
celebrated thieves schools in ,europe1  
the young thieves are trained in  a     
similar way1 the old scoundrels acting  
as teachers exposing a number  of small 
articles to the young ones1 and         
requiring them to repeat  exactly what  
they had seen4 ,then follows a higher   

course in which the  young thieves are  
required to memorize the objects in a   
room2 the plan  of houses1 etc4 ,they   
are sent forth to spy out the land for  
future  robberies1 in the guise of      
beggars soliciting alms1 and thus       
getting a  rapid peep into houses1      
offices1 and stores4 ,it is said that in
 a single  glance they will perceive the
 location of all of the doors1 windows1 
locks1 bolts1 etc4    ,many nations have
 boys' games in which the youngsters are
 required to  see and remember after    
taking a peep4 ,the ,italians have a    
game called  ,morro in which one boy    
throws out a number of fingers1 which   
must be  instantly named by the other   
boy1 a failure resulting in a forfeit4  
,the  ,chinese youths have a similar    
game1 while the ,japanese boys reduce   
this  to a science4 ,a well trained     
,japanese youth will be able to remember
 the  entire contents of a room after   
one keen glance around it4 ,many of the 
,orientals have developed this faculty  

to a degree almost beyond belief4  ,but 
the principle is the same in all        
cases--the gradual practice and         
exercise1 beginning with a small number 
of simple things1 and then  increasing  
the number and complexity of the        
objects4    ,the faculty is not so rare 
as one might imagine at first thought4  
,take a  man in a small business1 and   
let him enter the store of a competitor1
  and see how many things he will       
observe and remember after a few minutes
  in the place4 ,let an actor visit a   
play in another theatre1 and see how    
many details of the performance he will 
notice and remember4 ,let some  women   
pay a visit to a new neighbor1 and then 
see how many things about  that house   
they will have seen and remembered to be
 retailed to their  confidential friends
 afterward4 ,it is the old story of     
attention  following the interest1 and  
memory following the attention4 ,an     
expert  whist player will see and       
remember every card played in the game1 

and  just who played it4 ,a chess or    
checker player will see and remember the
  previous moves in the game1 if he be  
expert1 and can relate them  afterward4 
,a woman will go shopping and will see  
and remember thousands  of things that a
 man would never have seen1 much less   
remembered4 ,as  ,houdin said3 ,thus1   
for instance1 ,i can safely assert that 
a lady seeing  another pass at full     
speed in a carriage will have had time  
to analyze  her toilette from her bonnet
 to her shoes1 and be able to describe  
not  only the fashion and quality of the
 stuffs1 but also say if the lace be    
real or only machine made4 ,i have known
 ladies to do this4    ,but1 remember   
this--for it is important3 ,whatever can
 be done in this  direction by means of 
attention1 inspired by interest1 may be 
duplicated  by attention directed by    
will4 ,in other words1 the desire to    
accomplish the task adds and creates an 
artificial interest just as  effective  
as the natural feeling4 ,and1 as you    

progress1 the interest in  the game-task
 will add new interest1 and you will be 
able to duplicate  any of the feats     
mentioned above4 ,it is all a matter of 
attention1  interest 7natural or        
induced7 and practice4 ,begin with a set
 of  dominoes1 if you like1 and try to  
remember the spots on one of them       
rapidly glanced at--then two--then      
three4 ,by increasing the number        
gradually1 you will attain a power of   
perception and a memory of              
sight-impressions that will appear      
almost marvelous4 ,and not only will    
you begin to remember dominoes1 but you 
will also be able to perceive  and      
remember thousands of little details of 
interest1 in everything1  that have     
heretofore escaped your notice4 ,the    
principle is very simple1  but the      
results that may be obtained by practice
 are wonderful4    ,the trouble with    
most of you is that you have been       
looking without  seeing--gazing but not 
observing4 ,the objects around you have 

been out  of your mental focus4 ,if you 
will but change your mental focus1 by   
means  of will and attention1 you will  
be able to cure yourself of the careless
  methods of seeing and observing that  
have been hindrances to your  success4  
,you have been blaming it on your       
memory1 but the fault is with  your     
perception4 ,how can the memory         
remember1 when it is not given  anything
 in the way of clear impressions8 ,you  
have been like young  infants in this   
matter--now it is time for you to begin 
to sit up and  take notice1 no matter   
how old you may be4 ,the whole thing in 
a  nut-shell is this3 ,in order to      
remember the things that pass before    
your  sight1 you must begin to see with 
your mind1 instead of with your  retina4
 ,let the impression get beyond your    
retina and into your mind4 ,if  you will
 do this1 you will find that memory will
 do the rest4          ,,chapter ,x4    
,,training ,,the ,,ear4      ,the sense 
of hearing is one of the highest of the 

senses or channels  whereby we receive  
impressions from the outside world4 ,in 
fact1 it ranks  almost as high as the   
sense of sight4 ,in the senses of taste1
 touch1 and  smell there is a direct    
contact between the sensitive recipient 
nerve  substance and the particles of   
the object sensed1 while in the sense of
  sight and the sense of hearing the    
impression is received through the      
medium of waves in the ether 7in the    
case of sight71 or waves in the air  7in
 the sense of hearing47 ,moreover in    
taste1 smell and touch the  objects     
sensed are brought into direct contact  
with the terminal nerve  apparatus1     
while in seeing and hearing the nerves  
terminate in peculiar  and delicate sacs
 which contain a fluidic substance      
through which the  impression is        
conveyed to the nerve proper4 ,loss of  
this fluidic  substance destroys the    
faculty to receive impressions1 and     
deafness or  blindness ensues4 ,as      
,foster says3 ,waves of sound falling   

upon the  auditory nerve itself produces
 no effect whatever2 it is only when1 by
  the medium of the endolymph1 they are 
brought to bear on the delicate  and    
peculiar epithelium cells which         
constitute the peripheral  terminations 
of the nerve1 that sensations of sound  
arise4    ,just as it is true that it is
 the mind and not the eye that really   
sees2 so is it true that it is the mind 
and not the ear that really  hears4     
,many sounds reach the ear that are not 
registered by the mind4  ,we pass along 
a crowded street1 the waves of many     
sounds reaching the  nerves of the ear1 
and yet the mind accepts the sounds of  
but few  things1 particularly when the  
novelty of the sounds has passed away4  
,it  is a matter of interest and        
attention in this case1 as well as in   
the  case of hearing4 ,as ,halleck says3
 ,if we sit by an open window in the    
country on a summer day1 we may have    
many stimuli knocking at the gate  of   
attention3 the ticking of a clock1 the  

sound of the wind1 the  cackling of     
fowl1 the quacking of ducks1 the barking
 of dogs1 the lowing  of cows1 the cries
 of children at play1 the rustling of   
leaves1 the  songs of birds1 the        
rumbling of wagons1 etc4 ,if attention  
is centered  upon any one of these1 that
 for the time being acquires the        
importance  of a king upon the throne of
 our mental world4    ,many persons     
complain of not being able to remember  
sounds1 or things  reaching the mind    
through the sense of hearing1 and       
attribute the  trouble to some defect in
 the organs of hearing4 ,but in so doing
 they  overlook the real cause of the   
trouble1 for it is a scientific fact    
that  many of such persons are found to 
have hearing apparatus perfectly        
developed and in the best working       
order--their trouble arising from a     
lack of training of the mental faculty  
of hearing4 ,in other words the  trouble
 is in their mind instead of in the     
organs of hearing4 ,to acquire  the     

faculty of correct hearing1 and correct 
memory of things heard1 the  mental     
faculty of hearing must be exercised1   
trained and developed4  ,given a number 
of people whose hearing apparatus are   
equally perfect1 we  will find that some
 hear much better than others2 and some 
hear  certain things better than they do
 certain other things2 and that there   
is a great difference in the grades and 
degrees of memory of the things  heard4 
,as ,kay says3 ,great differences exist 
among individuals with  regard to the   
acuteness of this sense 7hearing7 and   
some possess it in  greater perfection  
in certain directions than in others4   
,one whose  hearing is good for sound in
 general may yet have but little ear for
  musical tones2 and1 on the other hand1
 one with a good ear for music may  yet 
be deficient as regards hearing in      
general4 ,the secret of this is  to be  
found in the degree of interest and     
attention bestowed upon the  particular 
thing giving forth the sound4    ,it is 

a fact that the mind will hear the      
faintest sounds from things in  which is
 centered interest and attention1 while 
at the same time  ignoring things in    
which there is no interest and to which 
the attention  is not turned4 ,a        
sleeping mother will awaken at the      
slightest whimper  from her babe1 while 
the rumbling of a heavy wagon on the    
street1 or  even the discharge of a gun 
in the neighborhood may not be noticed  
by  her4 ,an engineer will detect the   
slightest difference in the whir or hum 
of his engine1 while failing to notice a
 very loud noise outside4 ,a  musician  
will note the slightest discord         
occurring in a concert in which  there  
are a great number of instruments being 
played1 and in which there  is a great  
volume of sound reaching the ear1 while 
other sounds may be  unheard by him4    
,the man who taps the wheels of your    
railroad car is able  to detect the     
slightest difference in tone1 and is    
thus informed that  there is a crack or 

flaw in the wheel4 ,one who handles     
large quantities  of coin will have his 
attention drawn to the slightest        
difference in the  ring of a piece of   
gold or silver1 that informs him that   
there is  something wrong with the coin4
 ,a train engineer will distinguish the 
strange whir of something wrong with the
 train behind him1 amidst all  the      
thundering rattle and roar in which it  
is merged4 ,the foreman in a  machine   
shop in the same manner detects the     
little strange noise that  informs him  
that something is amiss1 and he rings   
off the power at once4  ,telegraphers   
are able to detect the almost           
imperceptible differences in  the sound 
of their instruments that inform them   
that a new operator is  on the wire2 or 
just who is sending the message2 and1 in
 some cases1  the mood or temper of the 
person transmitting it4 ,trainmen and   
steamboat  men recognize the differences
 between every engine or boat on their  
line1 or river1 as the case may be4 ,a  

skilled physician will detect the  faint
 sounds denoting a respiratory trouble  
or a heart murmur in the  patients4 ,and
 yet these very people who are able to  
detect the faint  differences in sound1 
above mentioned1 are often known as poor
 hearers  in other things4 ,why8 ,simply
 because they hear only that in which   
they  are interested1 and to which their
 attention has been directed4 ,that is  
the whole secret1 and in it is also to  
be found the secret of training  of the 
ear-perception4 ,it is all a matter of  
interest and attention--the  details    
depend upon these principles4    ,in    
view of the facts just stated1 it will  
be seen that the remedy for  poor       
hearing1 and poor memory of things heard
 is to be found in the  use of the will 
in the direction of voluntary attention 
and interest4 ,so  true is this that    
some authorities go so far as to claim  
that many cases  of supposed slight     
deafness are really but the result of   
lack of  attention and concentration on 

the part of the person so troubled4 ,kay
  says3 ,what is commonly called        
deafness is not infrequently to be      
attributed to this cause--the sounds    
being heard but not being  interpreted  
or recognized 444 sounds may be         
distinctly heard when the  attention is 
directed toward them1 that in ordinary  
circumstances would  be imperceptible2  
and people often fail to hear what is   
said to them  because they are not      
paying attention4 ,harvey says3 ,that   
one-half of  the deafness that exists is
 the result of inattention cannot be    
doubted4 ,there are but few persons who 
have not had the experience of          
listening to some bore1 whose words were
 distinctly heard but the  meaning of   
which was entirely lost because of      
inattention and lack of  interest4      
,kirkes sums the matter up in these     
words3 ,in hearing we must  distinguish 
two different points--the audible       
sensation as it is  developed without   
any intellectual interference1 and the  

conception  which we form in consequence
 of that sensation4    ,the reason that 
many persons do not remember things that
 they have heard  is simply because they
 have not listened properly4 ,poor      
listening is  far more common than one  
would suppose at first4 ,a little       
self-examination will reveal to you the 
fact that you have fallen into  the bad 
habit of inattention4 ,one cannot listen
 to everything1 of  course--it would not
 be advisable4 ,but one should acquire  
the habit of  either really listening or
 else refusing to listen at all4 ,the   
compromise of careless listening brings 
about deplorable results1 and is  really
 the reason why so many people can't    
remember what they have  heard4 ,it is  
all a matter of habit4 ,persons who have
 poor memories of  ear-impressions      
should begin to listen in earnest4 ,in  
order to  reacquire their lost habit of 
proper listening1 they must exercise    
voluntary attention and develop         
interest4 ,the following suggestions may

  be useful in that direction4    ,try  
to memorize words that are spoken to you
 in conversation--a few  sentences1 or  
even one1 at a time4 ,you will find that
 the effort made to  fasten the sentence
 on your memory will result in a        
concentration of the  attention on the  
words of the speaker4 ,do the same thing
 when you are  listening to a preacher1 
actor or lecturer4 ,pick out the first  
sentence  for memorizing1 and make up   
your mind that your memory will be as   
wax to  receive the impression and as   
steel to retain it4 ,listen to the stray
  scraps of conversation that come to   
your ears while walking on the  street1 
and endeavor to memorize a sentence or  
two1 as if you were to  repeat it later 
in the day4 ,study the various tones1   
expressions and  inflections in the     
voices of persons speaking to you--you  
will find this  most interesting and    
helpful4 ,you will be surprised at the  
details that  such analysis will reveal4
 ,listen to the footsteps of different  

persons  and endeavor to distinguish    
between them--each has its              
peculiarities4  ,get some one to read a 
line or two of poetry or prose to you1  
and then  endeavor to remember it4 ,a   
little practice of this kind will       
greatly  develop the power of voluntary 
attention to sounds and spoken words4   
,but  above everything else1 practice   
repeating the words and sounds that you 
have memorized1 so far as is            
possible--for by so doing you will get  
the  mind into the habit of taking an   
interest in sound impressions4 ,in this 
way you not only improve the sense of   
hearing1 but also the faculty of        
remembering4    ,if you will analyze1   
and boil down the above remarks and     
directions1 you  will find that the gist
 of the whole matter is that one should 
actually  use1 employ and exercise the  
mental faculty of hearing1 actively and 
intelligently4 ,nature has a way of     
putting to sleep1 or atrophying any     
faculty that is not used or exercised2  

and also of encouraging1  developing and
 strengthening any faculty that is      
properly employed and  exercised4 ,in   
this you have the secret4 ,use it4 ,if  
you will listen well1  you will hear    
well and remember well that which you   
have heard4          ,,chapter ,,xi4    
,,how ,,to ,,remember ,,names4      ,the
 phase of memory connected with the     
remembrance or recollection of  names   
probably is of greater interest to the  
majority of persons than  are any of the
 associated phases of the subject4 ,on  
all hands are to be  found people who   
are embarassed by their failure to      
recall the name of  some one whom they  
feel they know1 but whose name has      
escaped them4 ,this  failure to remember
 the names of persons undoubtedly       
interferes with the  business and       
professional success of many persons2   
and1 on the other  hand1 the ability to 
recall names readily has aided many     
persons in the  struggle for success4   
,it would seem that there are a greater 

number of  persons deficient in this    
phase of memory than in any other4 ,as  
,holbrook  has said3 ,the memory of     
names is a subject with which most      
persons must  have a more than passing  
interest4444 ,the number of persons who 
never or  rarely forget a name is       
exceedingly small1 the number of those  
who have  a poor memory for them is very
 large4 ,the reason for this is partly a
  defect of mental development and      
partly a matter of habit4 ,in either    
case it may be overcome by effort4444 ,i
 have satisfied myself by  experience   
and observation that a memory for names 
may be increased not  only two1 but a   
hundredfold4    ,you will find that the 
majority of successful men have been    
able to  recall the faces and names of  
those with whom they came in contact1   
and  it is an interesting subject for   
speculation as to just how much of      
their success was due to this faculty4  
,socrates is said to have easily        
remembered the names of all of his      

students1 and his classes numbered      
thousands in the course of a year4      
,xenophon is said to have known the     
name of every one of his soldiers1 which
 faculty was shared by  ,washington and 
,napoleon1 also4 ,trajan is said to have
 known the names of  all the ,praetorian
 ,guards1 numbering about #ab1jjj4      
,pericles knew the  face and name of    
every one of the citizens of ,athens4   
,cineas is said to  have known the names
 of all the citizens of ,rome4          
,themistocles knew the  names of #bj1jjj
 ,athenians4 ,lucius ,scipio could call 
by name every  citizen of ,rome4 ,john  
,wesley could recall the names of       
thousands of  persons whom he had met in
 his travels4 ,henry ,clay was specially
  developed in this phase of memory1 and
 there was a tradition among his        
followers that he remembered every one  
whom he met4 ,blaine had a similar      
reputation4    ,there have been many    
theories advanced1 and explanations     
offered to  account for the fact that   

the recollection of names is far more   
difficult than any other form of the    
activities of the memory4 ,we shall  not
 take up your time in going over these  
theories1 but shall proceed  upon the   
theory now generally accepted by the    
best authorities2 i4e4  that the        
difficulty in the recollection of names 
is caused by the fact  that names in    
themselves are uninteresting and        
therefore do not  attract or hold the   
attention as do other objects presented 
to the mind4  ,there is of course to be 
remembered the fact that sound          
impressions are  apt to be more         
difficult of recollection than sight    
impressions1 but the  lack of           
interesting qualities in names is       
believed to be the principal  obstacle  
and difficulty4 ,fuller says of this    
matter3 ,a proper noun1 or  name1 when  
considered independently of accidental  
features of  coincidence with something 
that is familiar1 doesn't mean anything2
  for this reason a mental picture of it

 is not easily formed1 which  accounts  
for the fact that the primitive1 tedious
 way of rote1 or  repetition1 is that   
ordinarily employed to impress a proper 
noun on the  memory1 while a common     
noun1 being represented by some object  
having  shape1 or appearance1 in the    
physical or mental perception1 can thus 
be  seen or imagined3 in other words a  
mental image of it can be formed  and   
the name identified afterwards1 through 
associating it with this  mental image4 
,we think that the case is fully stated 
in this quotation4    ,but in spite of  
this difficulty1 persons have and can   
greatly improve  their memory of names4 
,many who were originally very deficient
 in this  respect have not only improved
 the faculty far beyond its former      
condition1 but have also developed      
exceptional ability in this special     
phase of memory so that they became     
noted for their unfailing  recollection 
of the names of those with whom they    
came in contact4    ,perhaps the best   

way to impress upon you the various     
methods that may be  used for this      
purpose would be to relate to you the   
actual experience of  a gentleman       
employed in a bank in one of the large  
cities of this  country1 who made a     
close study of the subject and developed
 himself far  beyond the ordinary4      
,starting with a remarkably poor memory 
for names1  he is now known to his      
associates as the man who never forgets 
a name4  ,this gentleman first took a   
number of courses in secret methods of  
developing the memory2 but after thus   
spending much money he expressed  his   
disgust with the whole idea of          
artificial memory training4 ,he then    
started in to study the subject from the
 point-of-view of ,the ,new             
,psychology1 putting into effect all of 
the tested principles1 and  improving   
upon some of their details4 ,we have had
 a number of  conversations with this   
gentleman1 and have found that his      
experience  confirms many of our own    

ideas and theories1 and the fact that he
 has  demonstrated the correctness of   
the principles to such a remarkable     
degree renders his case one worthy of   
being stated in the direction of        
affording a guide and method for others 
who wish to develop their  memory of    
names4    ,the gentleman1 whom we shall 
call ,mr4 ,x41 decided that the first   
thing  for him to do was to develop his 
faculty of receiving clear and distinct 
sound impressions4 ,in doing this he    
followed the plan outlined by us in  our
 chapter on ,training the ,ear4 ,he     
persevered and practiced along  these   
lines until his hearing became very     
acute4 ,he made a study of  voices1     
until he could classify them and analyze
 their characteristics4  ,then he found 
that he could hear names in a manner    
before impossible  to him4 ,that is1    
instead of merely catching a vague sound
 of a name1 he  would hear it so clearly
 and distinctly that a firm registration
 would  be obtained on the records of   

his memory4 ,for the first time in his  
life  names began to mean something to  
him4 ,he paid attention to every name   
he heard1 just as he did to every note  
he handled4 ,he would repeat a  name to 
himself1 after hearing it1 and would    
thus strengthen the  impression4 ,if he 
came across an unusual name1 he would   
write it down  several times1 at the    
first opportunity1 thus obtaining the   
benefit of a  double sense impression1  
adding eye impression to ear impression4
 ,all  this1 of course1 aroused his     
interest in the subject of names in     
general1 which led him to the next step 
in his progress4    ,mr4 ,x4 then began 
to study names1 their origin1 their     
peculiarities1  their differences1      
points of resemblances1 etc4 ,he made a 
hobby of  names1 and evinced all the joy
 of a collector when he was able to     
stick  the pin of attention through the 
specimen of a new and unfamiliar        
species of name4 ,he began to collect   
names1 just as others collect  beetles1 

stamps1 coins1 etc41 and took quite a   
pride in his collection  and in his     
knowledge of the subject4 ,he read books
 on names1 from the  libraries1 giving  
their origin1 etc4 ,he had the ,dickens'
 delight in  queer names1 and would     
amuse his friends by relating the funny 
names  he had seen on signs1 and        
otherwise4 ,he took a small ,city       
,directory home  with him1 and would run
 over the pages in the evening1 looking 
up new  names1 and classifying old ones 
into groups4 ,he found that some names  
were derived from animals1 and put these
 into a class by themselves--the        
,lyons1 ,wolfs1 ,foxes1 ,lambs1 ,hares1 
etc4 ,others were put into the color    
group--,blacks1 ,greens1 ,whites1       
,greys1 ,blues1 etc4 ,others belonged to
 the  bird family--,crows1 ,hawks1      
,birds1 ,drakes1 ,cranes1 ,doves1 ,jays1
 etc4  ,others belonged to              
trades--,millers1 ,smiths1 ,coopers1    
,maltsters1  ,carpenters1 ,bakers1      
,painters1 etc4 ,others were            

trees--,chestnuts1  ,oakleys1 ,walnuts1 
,cherrys1 ,pines1 etc4 ,then there were 
,hills and ,dales2  ,fields and         
,mountains2 ,lanes and ,brooks4 ,some   
were ,strong2 others were  ,gay2 others 
were ,savage2 others ,noble4 ,and so on4
 ,it would take a whole  book to tell   
you what that man found out about names4
 ,he came near  becoming a crank on the 
subject4 ,but his hobby began to        
manifest  excellent results1 for his    
interest had been awakened to an unusual
  degree1 and he was becoming very      
proficient in his recollection of       
names1 for they now meant something to  
him4 ,he easily recalled all the        
regular customers at his bank1--quite a 
number by the way for the bank  was a   
large one--and many occasional          
depositors were delighted to have       
themselves called by name by our friend4
 ,occasionally he would meet with  a    
name that balked him1 in which case he  
would repeat it over to  himself1 and   
write it a number of times until he had 

mastered it--after  that it never       
escaped him4    ,mr4 ,x4 would always   
repeat a name when it was spoken1 and   
would at the  same time look intently at
 the person bearing it1 thus seeming to 
fix  the two together in his mind at the
 same time--when he wanted them they    
would be found in each other's company4 
,he also acquired the habit of          
visualizing the name--that is1 he would 
see its letters in his mind's  eye1 as a
 picture4 ,this he regarded as a most   
important point1 and we  thoroughly     
agree with him4 ,he used the ,law of    
,association in the  direction of       
associating a new man with a            
well-remembered man of the  same name4  
,a new ,mr4 ,schmidtzenberger would be  
associated with an old  customer of the 
same name--when he would see the new    
man1 he would think  of the old one1 and
 the name would flash into his mind4 ,to
 sum up the  whole method1 however1 it  
may be said that the gist of the thing  
was in  taking an interest in names in  

general4 ,in this way an uninteresting  
subject was made interesting--and a man 
always has a good memory for the  things
 in which he is interested4    ,the case
 of ,mr4 ,x4 is an extreme one--and the 
results obtained were  beyond the       
ordinary4 ,but if you will take a leaf  
from his book1 you may  obtain the same 
results in the degree that you work for 
it4 ,make a study  of names--start a    
collection--and you will have no trouble
 in developing  a memory for them4 ,this
 is the whole thing in a nut-shell4     
,,chapter ,,xii4    ,,how ,,to          
,,remember ,,faces4      ,the memory of 
faces is closely connected with the     
memory of names1 and  yet the two are   
not always associated1 for there are    
many people who  easily remember faces1 
and yet forget names1 and vice versa4   
,in some  ways1 however1 the memory of  
faces is a necessary precedent for the  
recollection of the names of people4    
,for unless we recall the face1 we  are 
unable to make the necessary association

 with the name of the  person4 ,we have 
given a number of instances of          
face-memory1 in our  chapter on         
name-memory1 in which are given         
instances of the wonderful  memory of   
celebrated individuals who acquired a   
knowledge and memory of  the thousands  
of citizens of a town1 or city1 or the  
soldiers of an  army4 ,in this chapter1 
however1 we shall pay attention only to 
the  subject of the recollection of the 
features of persons1 irrespective of    
their names4 ,this faculty is possessed 
by all persons1 but in varying  degrees4
 ,those in whom it is well developed    
seem to recognize the faces  of persons 
whom they have met years before1 and to 
associate them with  the circumstances  
in which they last met them1 even where 
the name  escapes the memory4 ,others   
seem to forget a face the moment it     
passes  from view1 and fail to recognize
 the same persons whom they met only a  
few hours before1 much to their         
mortification and chagrin4              

,detectives1 newspaper reporters1 and   
others who come in contact with  many   
people1 usually have this faculty       
largely developed1 for it becomes  a    
necessity of their work1 and their      
interest and attention is rendered      
active thereby4 ,public men often have  
this faculty largely developed by       
reason of the necessities of their life4
 ,it is said that ,james ,g4 ,blaine    
never forgot the face of anyone whom he 
had met and conversed with a few        
moments4 ,this faculty rendered him very
 popular in political life4 ,in  this   
respect he resembled ,henry ,clay1 who  
was noted for his memory of  faces4 ,it 
is related of ,clay that he once paid a 
visit of a few hours to  a small town in
 ,mississippi1 on an electioneering     
tour4 ,amidst the  throng surrounding   
him was an old man1 with one eye        
missing4 ,the old  fellow pressed       
forward crying out that he was sure that
 ,henry ,clay would  remember him4 ,clay
 took a sharp look at him and said3 ,i  

met you in  ,kentucky many years ago1   
did ,i not8 ,yes1 replied the man4 ,did 
you  lose your eye since then8 asked    
,clay4 ,yes1 several years after1       
replied the old man4 ,turn your face    
side-ways1 so that ,i can see your      
profile1 said ,clay4 ,the man did so4   
,then ,clay smiled1 triumphantly1       
saying3 ,i've got you now--weren't you  
on that jury in the ,innes case at      
,frankfort1 that ,i tried in the ,united
 ,states ,court over twenty years  ago8 
,yes siree6 said the man1 ,i knowed that
 ye know me1 'n ,i told  'em you would4 
,and the crowd gave a whoop1 and ,clay  
knew that he was  safe in that town and 
county4    ,vidocq1 the celebrated      
,french detective1 is said to have never
 forgotten  a face of a criminal whom he
 had once seen4 ,a celebrated instance  
of  this power on his part is that of   
the case of ,delafranche the forger who 
escaped from prison and dwelt in foreign
 lands for over twenty years4  ,after   
that time he returned to ,paris feeling 

secure from detection1  having become   
bald1 losing an eye1 and having his nose
 badly mutilated4  ,moreover he         
disguised himself and wore a beard1 in  
order to still  further evade detection4
 ,one day ,vidocq met him on the street1
 and  recognized him at once1 his arrest
 and return to prison following4        
,instances of this kind could be        
multiplied indefinitely1 but the student
  will have had a sufficient            
acquaintance with persons who possess   
this  faculty developed to a large      
degree1 so that further illustration is 
scarcely necessary4    ,the way to      
develop this phase of memory is akin to 
that urged in the  development of other 
phases--the cultivation of interest1 and
 the  bestowal of attention4 ,faces as a
 whole are not apt to prove             
interesting4 ,it is only by analyzing   
and classifying them that the study     
begins to grow of interest to us4 ,the  
study of a good elementary work on      
physiognomy is recommended to those     

wishing to develop the faculty of       
remembering faces1 for in such a work   
the student is led to notice the        
different kinds of noses1 ears1 eyes1   
chins1 foreheads1 etc41 such  notice and
 recognition tending to induce an       
interest in the subject of  features4 ,a
 rudimentary course of study in drawing 
faces1 particularly  in profile1 will   
also tend to make one take notice and   
will awaken  interest4 ,if you are      
required to draw a nose1 particularly   
from memory1  you will be apt to give to
 it your interested attention4 ,the     
matter of  interest is vital4 ,if you   
were shown a man and told that the next 
time  you met and recognized him he     
would hand you over #ejj1 you would be  
very apt to study his face carefully1   
and to recognize him later on2  whereas 
the same man if introduced casually as a
 ,mr4 ,jones1 would  arouse no interest 
and the chances of recognition would be 
slim4    ,halleck says3 ,every time we  
enter a street car we see different     

types  of people1 and there is a great  
deal to be noticed about each type4     
,every human countenance shows its past 
history to one who knows how to         
look4444 ,successful gamblers often     
become so expert in noticing the        
slightest change of an opponent's facial
 expression that they will  estimate the
 strength of his hand by the involuntary
 signs which appear  in the face and    
which are frequently checked the instant
 they appear4    ,of all classes1       
perhaps artists are more apt to form a  
clear cut image  of the features of     
persons whom they meet--particularly if 
they are  portrait painters4 ,there are 
instances of celebrated portrait        
painters  who were able to execute a    
good portrait after having once         
carefully  studied the face of the      
sitter1 their memory enabling them to   
visualize  the features at will4 ,some  
celebrated teachers of drawing have     
instructed their scholars to take a     
sharp hasty glance at a nose1 an  eye1  

an ear1 or chin1 and then to so clearly 
visualize it that they  could draw it   
perfectly4 ,it is all a matter of       
interest1 attention1 and  practice4 ,sir
 ,francis ,galton cites the instance of 
a ,french teacher who  trained his      
pupils so thoroughly in this direction  
that after a few  months' practice they 
had no difficulty in summoning images at
 will2 in  holding them steady2 and in  
drawing them correctly4 ,he says of the 
faculty of visualization thus used3 ,a  
faculty that is of importance in  all   
technical and artistic occupations1 that
 gives accuracy to our  perceptions1 and
 justice to our generalizations1 is     
starved by lazy  disuse1 instead of     
being cultivated judiciously in such a  
way as will1  on the whole1 bring the   
best return4 ,i believe that a serious  
study of  the best means of developing  
and utilizing this faculty1 without     
prejudice to the practice of abstract   
thought in symbols1 is one of the  many 
pressing desiderata in the yet unformed 

science of education4    ,fuller relates
 the method of a celebrated painter1    
which method has been  since taught by  
many teachers of both drawing and       
memory4 ,he relates it  as follows3 ,the
 celebrated painter ,leonardo da ,vinci 
invented a most  ingenious method for   
identifying faces1 and by it is said to 
have been  able to reproduce from memory
 any face that he had once carefully    
scrutinized4 ,he drew all the possible  
forms of the nose1 mouth1 chin1  eyes1  
ears and forehead1 numbered them #a1 #b1
 #c1 #d1 etc41 and committed  them      
thoroughly to memory2 then1 whenever he 
saw a face that he wished  to draw or   
paint from memory1 he noted in his mind 
that it was chin #d1  eyes #b1 nose #e1 
ears #f1--or whatever the combinations  
might be--and by  retaining the analysis
 in his memory he could reconstruct the 
face at  any time4 ,we could scarcely   
ask the student to attempt so           
complicated a  system1 and yet a        
modification of it would prove useful4  

,that is1 if you  would begin to form a 
classification of several kind of noses1
 say about  seven1 the well-known       
,roman1 ,jewish1 ,grecian1 giving you   
the general  classes1 in connection with
 straight1 crooked1 pug and all the     
other  varieties1 you would soon        
recognize noses when you saw them4 ,and 
the  same with mouths1 a few classes    
being found to cover the majority of    
cases4 ,but of all the features1 the eye
 is the most expressive1 and the  one   
most easily remembered1 when clearly    
noticed4 ,detectives rely much  upon the
 expression of the eye4 ,if you ever    
fully catch the  expression of a        
person's eye1 you will be very apt to   
recognize it  thereafter4 ,therefore    
concentrate on eyes in studying faces4  
,a good plan in developing this faculty 
is to visualize the faces of  persons   
you have met during the day1 in the     
evening4 ,try to develop the  faculty of
 visualizing the features of those whom 
you know--this will  start you off      

right4 ,draw them in your mind--see them
 with your mind's  eye1 until you can   
visualize the features of very old      
friends2 then do  the same with         
acquaintances1 and so on1 until you are 
able to visualize  the features of every
 one you know4 ,then start on to add to 
your list  by recalling in the          
imagination1 the features of strangers  
whom you  meet4 ,by a little practice of
 this kind you will develop a great     
interest in faces and your memory of    
them1 and the power to recall them  will
 increase rapidly4 ,the secret is to    
study faces--to be interested in  them4 
,in this way you add zest to the task1  
and make a pleasure of a  drudgery4 ,the
 study of photographs is also a great   
aid in this work--but  study them in    
detail1 not as a whole4 ,if you can     
arouse sufficient  interest in features 
and faces1 you will have no trouble in  
remembering  and recalling them4 ,the   
two things go together4                 
,,chapter ,,xiii4    ,,how ,,to         

,,remember ,,places4      ,there is a   
great difference in the various degrees 
of development of  the sense of locality
 in different persons4 ,but these       
differences may  be traced directly to  
the degree of memory of that particular 
phase or  faculty of the mind1 which in 
turn depends upon the degree of         
attention1  interest1 and use which has 
been bestowed upon the faculty in       
question4  ,the authorities on          
phrenology define the faculty of        
locality as  follows3 ,cognizance of    
place2 recollection of the looks of     
places1  roads1 scenery1 and the        
location of objects2 where on a page    
ideas are  to be found1 and position    
generally2 the geographical faculty2 the
  desire to see places1 and have the    
ability to find them4 ,persons in  whom 
this faculty is developed to the highest
 degree seem to have an  almost         
intuitive idea of direction1 place and  
position4 ,they never get  lost or mixed
 up regarding direction or place4 ,they 

remember the  places they visit and     
their relation in space to each other4  
,their minds  are like maps upon which  
are engraved the various roads1 streets 
and  objects of sight in every          
direction4 ,when these people think of  
,china1  ,labrador1 ,terra del ,fuego1  
,norway1 ,cape of ,good ,hope1 ,thibet1 
or any  other place1 they seem to think 
of it in this direction or that         
direction rather than as a vague place  
situated in a vague direction4  ,their  
minds think north1 south1 east or west  
as the case may be when  they consider a
 given place4 ,shading down by degrees  
we find people at  the other pole of the
 faculty who seem to find it impossible 
to remember  any direction1 or locality 
or relation in space4 ,such people are  
constantly losing themselves in their   
own towns1 and fear to trust  themselves
 in a strange place4 ,they have no sense
 of direction1 or  place1 and fail to   
recognize a street or scene which they  
have visited  recently1 not to speak of 

those which they traveled over in time  
past4  ,between these two poles or      
degrees there is a vast difference1 and 
it is  difficult to realize that it is  
all a matter of use1 interest and       
attention4 ,that it is but this may be  
proven by anyone who will take  the     
trouble and pains to develop the faculty
 and memory of locality  within his     
mind4 ,many have done this1 and anyone  
else may do likewise if  the proper     
methods be employed4    ,the secret of  
the development of the faculty and      
memory of place and  locality is akin to
 that mentioned in the preceding        
chapter1 in  connection with the        
development of the memory for names4    
,the first thing  necessary is to       
develop an interest in the subject4 ,one
 should begin  to take notice of the    
direction of the streets or roads over  
which he  travels2 the landmarks2 the   
turns of the road2 the natural objects  
along  the way4 ,he should study maps1  
until he awakens a new interest in them1

  just as did the man who used the      
directory in order to take an interest  
in names4 ,he should procure a small    
geography and study direction1          
distances1 location1 shape and form of  
countries1 etc41 not as a mere          
mechanical thing but as a live subject  
of interest4 ,if there were a  large sum
 of money awaiting your coming in       
certain sections of the  globe1 you     
would manifest a decided interest in the
 direction1 locality  and position of   
those places1 and the best way to reach 
them4 ,before  long you would be a      
veritable reference book regarding those
 special  places4 ,or1 if your          
sweetheart were waiting for you in some 
such place1  you would do likewise4 ,the
 whole thing lies in the degree of want 
to  regarding the matter4 ,desire       
awakens interest2 interest employs      
attention2 and attention brings use1    
development and memory4 ,therefore  you 
must first want to develop the faculty  
of ,locality--and want to  hard enough4 

,the rest is a mere matter of detail4   
,one of the first things to do1 after   
arousing an interest1 is to  carefully  
note the landmarks and relative         
positions of the streets or  roads over 
which you travel4 ,so many people travel
 along a new street or  road in an      
absent-minded manner1 taking no notice  
of the lay of the land  as they proceed4
 ,this is fatal to place-memory4 ,you   
must take notice of  the thoroughfares  
and the things along the way4 ,pause at 
the cross  roads1 or the street-corners 
and note the landmarks1 and the general 
directions and relative positions1 until
 they are firmly imprinted on  your     
mind4 ,begin to see how many things you 
can remember regarding even  a little   
exercise walk4 ,and when you have       
returned home1 go over the  trip in your
 mind1 and see how much of the direction
 and how many of the  landmarks you are 
able to remember4 ,take out your pencil1
 and endeavor  to make a map of your    
route1 giving the general directions1   

and noting  the street names1 and       
principal objects of interest4 ,fix the 
idea of  ,north in your mind when       
starting1 and keep your bearings by it  
during  your whole trip1 and in your map
 making4 ,you will be surprised how much
  interest you will soon develop in this
 map-making4 ,it will get to be  quite a
 game1 and you will experience pleasure 
in your increasing  proficiency in it4  
,when you go out for a walk1 go in a    
round-about way1  taking as many turns  
and twists as possible1 in order to     
exercise your  faculty of locality and  
direction--but always note carefully    
direction  and general course1 so that  
you may reproduce it correctly on your  
map  when you return4 ,if you have a    
city map1 compare it with your own      
little  map1 and also re-trace your     
route1 in imagination1 on the map4 ,with
 a  city map1 or road-map1 you may get  
lots of amusement by re-traveling  the  
route of your little journeys4          
,always note the names of the various   

streets over which you travel1 as  well 
as those which you cross during your    
walk4 ,note them down upon your  map1   
and you will find that you will develop 
a rapidly improving memory  in this     
direction--because you have awakened    
interest and bestowed  attention4 ,take 
a pride in your map making4 ,if you have
 a companion1  endeavor to beat each    
other at this game--both traveling over 
the same  route together1 and then      
seeing which one can remember the       
greatest  number of details of the      
journey4    ,akin to this1 and          
supplementary to it1 is the plan of     
selecting a route  to be traveled1 on   
your city map1 endeavoring to fix in    
your mind the  general directions1 names
 of streets1 turns1 return journey1     
etc41  before you start4 ,begin by      
mapping out a short trip in this way1   
and  then increase it every day4 ,after 
mapping out a trip1 lay aside your map  
and travel it in person4 ,if you like1  
take along the map and puzzle out       

variations1 from time to time4 ,get the 
map habit in every possible  variation  
and form1 but do not depend upon the map
 exclusively2 but  instead1 endeavor to 
correlate the printed map with the      
mental map that  you are building in    
your brain4    ,if you are about to take
 a journey to a strange place1 study    
your maps  carefully before you go1 and 
exercise your memory in reproducing them
  with a pencil4 ,then as you travel    
along1 compare places with your map1    
and you will find that you will take an 
entirely new interest in the  trip--it  
will begin by meaning something to you4 
,if about to visit a  strange city1     
procure a map of it before starting1 and
 begin by noting  the cardinal points of
 the compass1 study the map--the        
directions of the  principal streets and
 the relative positions of the principal
 points of  interest1 buildings1 etc4   
,in this way you not only develop your  
memory  of places1 and render yourself  
proof against being lost1 but you also  

provide a source of new and great       
interest in your visit4    ,the above   
suggestions are capable of the greatest 
expansion and  variation on the part of 
anyone who practices them4 ,the whole   
thing  depends upon the taking notice   
and using the attention1 and those      
things in turn depend upon the taking of
 interest in the subject4 ,if  anyone   
will wake up and take interest in the   
subject of locality and  direction he   
may develop himself along the lines of  
place-memory to an  almost incredible   
degree1 in a comparatively short time at
 that4 ,there  is no other phase of     
memory that so quickly responds to use  
and exercise  as this one4 ,we have in  
mind a lady who was notoriously         
deficient in the  memory of place1 and  
was sure to lose herself a few blocks   
from her  stopping place1 wherever she  
might be4 ,she seemed absolutely devoid 
of  the sense of direction or locality  
and often lost herself in the hotel     
corridors1 notwithstanding the fact that

 she traveled all over the  world1 with 
her husband1 for years4 ,the trouble    
undoubtedly arose from  the fact that   
she depended altogether upon her husband
 as a pilot1 the  couple being          
inseparable4 ,well1 the husband died1   
and the lady lost her  pilot4 ,instead  
of giving up in despair1 she began to   
rise to the  occasion--having no pilot1 
she had to pilot herself4 ,and she was  
forced  to wake up and take notice4 ,she
 was compelled to travel for a couple   
of years1 in order to close up certain  
business matters of her  husband's--for 
she was a good business woman in spite  
of her lack of  development along this  
one line--and in order to get around    
safely1 she  was forced to take an      
interest in where she was going4 ,before
 the two  years' travels were over1 she 
was as good a traveler as her husband   
had  ever been1 and was frequently      
called upon as a guide by others in     
whose  company she chanced to be4 ,she  
explained it by saying ,why1 ,i don't   

know  just how ,i did it--,i just had   
to1 that's all--,i just did it4         
,another example of a woman's because1  
you see4 ,what this good lady  just did1
 was accomplished by an instinctive     
following of the plan  which we have    
suggested to you4 ,she just had to use  
maps and to  take notice4 ,that is the  
whole story4    ,so true are the        
principles underlying this method of    
developing the  place-memory1 that one  
deficient in it1 providing he will      
arouse intense  interest and will stick 
to it1 may develop the faculty to such  
an extent  that he may almost rival the 
cat which always came back1 or the dog  
which you couldn't lose4 ,the ,indians1 
,arabs1 ,gypsies and other people  of   
the plain1 forest1 desert1 and          
mountains1 have this faculty so highly  
developed that it seems almost like an  
extra sense4 ,it is all this  matter of 
taking notice sharpened by continuous   
need1 use and  exercise1 to a high      
degree4 ,the mind will respond to the   

need if the  person like the lady1 just 
has to4 ,the laws of ,attention and     
,association will work wonders when     
actively called into play by ,interest  
or need1 followed by exercise and use4  
,there is no magic in the  process--just
 want to and keep at it1 that's all4 ,do
 you want to  hard enough--have you the 
determination to keep at it8            
,,chapter ,,xiv4    ,,how ,,to          
,,remember ,,numbers4      ,the faculty 
of ,number--that is the faculty of      
knowing1 recognizing and  remembering   
figures in the abstract and in their    
relation to each other1  differs very   
materially among different individuals4 
,to some1 figures  and numbers are      
apprehended and remembered with ease1   
while to others  they possess no        
interest1 attraction or affinity1 and   
consequently are  not apt to be         
remembered4 ,it is generally admitted by
 the best  authorities that the         
memorizing of dates1 figures1 numbers1  
etc41 is the  most difficult of any of  

the phases of memory4 ,but all agree    
that the  faculty may be developed by   
practice and interest4 ,there have been 
instances of persons having this faculty
 of the mind developed to a  degree     
almost incredible2 and other instances  
of persons having started  with an      
aversion to figures and then developing 
an interest which  resulted in their    
acquiring a remarkable degree of        
proficiency along  these lines4    ,many
 of the celebrated mathematicians and   
astronomers developed  wonderful        
memories for figures4 ,herschel is said 
to have been able to  remember all the  
details of intricate calculations in his
 astronomical  computations1 even to the
 figures of the fractions4 ,it is said  
that he  was able to perform the most   
intricate calculations mentally1 without
  the use of pen or pencil1 and then    
dictated to his assistant the entire    
details of the process1 including the   
final results4 ,tycho ,brahe1 the       
astronomer1 also possessed a similar    

memory4 ,it is said that he rebelled  at
 being compelled to refer to the printed
 tables of square roots and  cube roots1
 and set to work to memorize the entire 
set of tables1 which  almost incredible 
task he accomplished in a half day--this
 required the  memorizing of over       
#ge1jjj figures1 and their relations to 
each other4  ,euler the mathematician   
became blind in his old age1 and being  
unable to  refer to his tables1         
memorized them4 ,it is said that he was 
able to  repeat from recollection the   
first six powers of all the numbers from
  one to one hundred4    ,wallis the    
mathematician was a prodigy in this     
respect4 ,he is reported  to have been  
able to mentally extract the square root
 of a number to  forty decimal places1  
and on one occasion mentally extracted  
the cube  root of a number consisting of
 thirty figures4 ,dase is said to have  
mentally multiplied two numbers of one  
hundred figures each4 ,a youth  named   
,mangiamele was able to perform the most

 remarkable feats in mental  arithmetic4
 ,the reports show that upon a          
celebrated test before members  of the  
,french ,academy of ,sciences he was    
able to extract the cube root  of       
#c1gif1daf in thirty seconds2 and the   
tenth root of #bhb1dge1bhi in  three    
minutes4 ,he also immediately solved the
 following question put to  him by      
,arago3 ,what number has the following  
proportion3 ,that if five  times the    
number be subtracted from the cube plus 
five times the square  of the number1   
and nine times the square of the number 
be subtracted  from that result1 the    
remainder will be #j8 ,the answer1 #e   
was given  immediately1 without putting 
down a figure on paper or board4 ,it is 
related that a cashier of a ,chicago    
bank was able to mentally restore  the  
accounts of the bank1 which had been    
destroyed in the great fire in  that    
city1 and his account which was accepted
 by the bank and the  depositors1 was   
found to agree perfectly with the other 

memoranda in the  case1 the work        
performed by him being solely the work  
of his memory4    ,bidder was able to   
tell instantly the number of farthings  
in the sum of  #hfh1 #dbs1 #aba;d4      
,buxton mentally calculated the number  
of cubical  eighths of an inch there    
were in a quadrangular mass #bc1ade1ghi 
yards  long1 #b1fdb1gcb yards wide and  
#ed1ife yards in thickness4 ,he also    
figured out mentally1 the dimensions of 
an irregular estate of about a  thousand
 acres1 giving the contents in acres and
 perches1 then reducing  them to square 
inches1 and then reducing them to square
 hair-breadths1  estimating #b1cjd to   
the square inch1 #dh to each side4 ,the 
mathematical  prodigy1 ,zerah ,colburn1 
was perhaps the most remarkable of any  
of these  remarkable people4 ,when a    
mere child1 he began to develop the most
  amazing qualities of mind regarding   
figures4 ,he was able to instantly  make
 the mental calculation of the exact    
number of seconds or minutes  there was 

in a given time4 ,on one occasion he    
calculated the number of  minutes and   
seconds contained in forty-eight years1 
the answer3  #be1bbh1hjj minutes1 and   
#a1eac1gbh1jjj seconds1 being given     
almost  instantaneously4 ,he could      
instantly multiply any number of one to 
three  figures1 by another number       
consisting of the same number of        
figures2 the  factors of any number     
consisting of six or seven figures2 the 
square1  and cube roots1 and the prime  
numbers of any numbers given him4 ,he   
mentally raised the number #h1          
progressively1 to its sixteenth power1  
the  result being #bha1dgd1igf1gaj1fef2 
and gave the square root of #ajf1ibi1   
which was #e4 ,he mentally extracted the
 cube root of #bfh1ccf1abe2 and the     
squares of #bdd1iii1gee and             
#a1bbd1iih1gee4 ,in five seconds he     
calculated  the cube root of            
#dac1iic1cdh1fgg4 ,he found the factors 
of #d1bid1ifg1big1  which had previously
 been considered to be a prime number4  

,he mentally  calculated the square of  
#iii1iii1 which is #iii1iih1jjj1jja and 
then  multiplied that number by #di1 and
 the product by the same number1 and    
the whole by #be--the latter as extra   
measure4    ,the great difficulty in    
remembering numbers1 to the majority of 
persons1  is the fact that numbers do   
not mean anything to them--that is1 that
  numbers are thought of only in their  
abstract phase and nature1 and are      
consequently far more difficult to      
remember than are impressions  received 
from the senses of sight or sound4 ,the 
remedy1 however1 becomes  apparent when 
we recognize the source of the          
difficulty4 ,the remedy is3  ,make the  
number the subject of sound and sight   
impressions4 ,attach the  abstract idea 
of the numbers to the sense of          
impressions of sight or  sound1 or both1
 according to which are the best        
developed in your  particular case4 ,it 
may be difficult for you to remember    
#ahdh as an  abstract thing1 but        

comparatively easy for you to remember  
the sound  of eighteen forty-eight1 or  
the shape and appearance of #ahdh4 ,if  
you will repeat a number to yourself1 so
 that you grasp the sound  impression of
 it1 or else visualize it so that you   
can remember having  seen it--then you  
will be far more apt to remember it than
 if you  merely think of it without     
reference to sound or form4 ,you may    
forget  that the number of a certain    
store or house is #cidh1 but you may    
easily  remember the sound of the spoken
 words thirty-nine forty-eight1 or the  
form of #cidh as it appeared to your    
sight on the door of the place4 ,in  the
 latter case1 you associate the number  
with the door and when you  visualize   
the door you visualize the number4      
,kay1 speaking of visualization1 or the 
reproduction of mental images of  things
 to be remembered1 says3 ,those who have
 been distinguished for  their power to 
carry out long and intricate processes  
of mental  calculation owe it to the    

same cause4 ,taine says3 ,children      
accustomed  to calculate in their heads 
write mentally with chalk on an         
imaginary  board the figures in         
question1 then all their partial        
operations1 then  the final sum1 so that
 they see internally the different lines
 of white  figures with which they are  
concerned4 ,young ,colburn1 who had     
never been  at school and did not know  
how to read or write1 said that1 when   
making  his calculations 'he saw them   
clearly before him4' ,another said that 
he  'saw the numbers he was working with
 as if they had been written on a       
slate4' ,bidder said3 ,if ,i perform a  
sum mentally1 it always proceeds  in a  
visible form in my mind2 indeed1 ,i can 
conceive of no other way  possible of   
doing mental arithmetic4    ,we have    
known office boys who could never       
remember the number of an  address until
 it were distinctly repeated to them    
several times--then  they memorized the 
sound and never forget it4 ,others      

forget the  sounds1 or failed to        
register them in the mind1 but after    
once seeing  the number on the door of  
an office or store1 could repeat it at a
  moments notice1 saying that they      
mentally could see the figures on the   
door4 ,you will find by a little        
questioning that the majority of people 
remember figures or numbers in this way1
 and that very few can remember  them as
 abstract things4 ,for that matter it is
 difficult for the  majority of persons 
to even think of a number1 abstractly4  
,try it  yourself1 and ascertain whether
 you do not remember the number as      
either  a sound of words1 or else as the
 mental image or visualization of the   
form of the figures4 ,and1 by the way1  
which ever it happens to be1  sight or  
sound1 that particular kind of          
remembrance is your best way  of        
remembering numbers1 and consequently   
gives you the lines upon which  you     
should proceed to develop this phase of 
memory4    ,the law of ,association may 

be used advantageously in memorizing    
numbers2  for instance we know of a     
person who remembered the number        
#ahf1jjj 7the  number of miles per      
second traveled by light-waves in the   
ether7 by  associating it with the      
number of his father's former place of  
business1  #ahf4 ,another remembered his
 telephone number #ahgf by recalling the
  date of the ,declaration of           
,independence4 ,another1 the number of  
,states  in the ,union1 by associating  
it with the last two figures of the     
number  of his place of business4 ,but  
by far the better way to memorize dates1
  special numbers connected with events1
 etc41 is to visualize the picture  of  
the event with the picture of the date  
or number1 thus combining the  two      
things into a mental picture1 the       
association of which will be  preserved 
when the picture is recalled4 ,verse of 
doggerel1 such as ,in  fourteen hundred 
and ninety-two1 ,columbus sailed the    
ocean blue2 or ,in  eighteen hundred and

 sixty-one1 our country's ,civil war    
begun1 etc41  have their places and     
uses4 ,but it is far better to cultivate
 the sight  or sound of a number1 than  
to depend upon cumbersome associative   
methods based on artificial links and   
pegs4    ,finally1 as we have said in   
the preceding chapters1 before one can  
develop a good memory of a subject1 he  
must first cultivate an interest  in    
that subject4 ,therefore1 if you will   
keep your interest in figures  alive by 
working out a few problems in           
mathematics1 once in a while1 you  will 
find that figures will begin to have a  
new interest for you4 ,a  little        
elementary arithmetic1 used with        
interest1 will do more to start  you on 
the road to ,how to ,remember ,numbers  
than a dozen text books on  the subject4
 ,in memory1 the three rules are3       
,interest1 ,attention and               
,exercise--and the last is the most     
important1 for without it the others    
fail4 ,you will be surprised to see how 

many interesting things there are  in   
figures1 as you proceed4 ,the task of   
going over the elementary  arithmetic   
will not be nearly so dry as when you   
were a child4 ,you  will uncover all    
sorts of queer things in relation to    
numbers4 ,just as  a sample let us call 
your attention to a few3    ,take the   
figure #a and place behind it a number  
of naughts1 thus3                       
#a1jjj1jjj1jjj1jjj1--;as many naughts or
 ciphers as you wish4 ,then  divide the 
number by the figure #g4 ,you will find 
that the result is  always this #adb1heg
 then another #adb1heg1 and so on to    
infinity1 if  you wish to carry the     
calculation that far4 ,these six figures
 will be  repeated over and over again4 
,then multiply this #adb1heg by the     
figure  #g1 and your product will be all
 nines4 ,then take any number1 and set  
it down1 placing beneath it a reversal  
of itself and subtract the latter  from 
the former1 thus3      #aag1gfa1iji     
#ij1iaf1gga    -----------              

#bf1hde1ach    and you will find that   
the result will always reduce to nine1  
and is  always a multiple of #i4 ,take  
any number composed of two or more      
figures1  and subtract from it the added
 sum of its separate figures1 and the   
result is always a multiple of #i1 thus3
                 #ahd    #a  #h  #d  #ac
              ----               #aga   
#i  #ai    ,we mention these familiar   
examples merely to remind you that there
 is  much more of interest in mere      
figures than many would suppose4 ,if you
  can arouse your interest in them1 then
 you will be well started on the  road  
to the memorizing of numbers4 ,let      
figures and numbers mean  something to  
you1 and the rest will be merely a      
matter of detail4          ,,chapter    
,,xv4    ,,how ,,to ,,remember ,,music4 
,like all of the other faculties of the 
mind1 that of music or tune is          
manifested in varying degrees by        
different individuals4 ,to some music   
seems to be almost instinctively        

grasped1 while to others it is acquired 
only by great effort and much labor4 ,to
 some harmony is natural1 and  inharmony
 a matter of repulsion1 while others    
fail to recognize the  difference       
between the two except in extreme cases4
 ,some seem to be the  very soul of     
music1 while others have no conception  
of what the soul of  music may be4 ,then
 there is manifested the different      
phases of the  knowledge of music4 ,some
 play correctly by ear1 but are clumsy  
and  inefficient when it comes to       
playing by note4 ,others play very      
correctly  in a mechanical manner1 but  
fail to retain the memory of music which
  they have heard4 ,it is indeed a good 
musician who combines within  himself1  
or herself1 both of the two last        
mentioned faculties--the ear  perception
 of music and the ability to execute    
correctly from notes4    ,there are many
 cases of record in which extraordinary 
powers of memory  of music have been    
manifested4 ,fuller relates the         

following instances of  this particular 
phase of memory3 ,carolan1 the greatest 
of ,irish bards1  once met a noted      
musician and challenged him to a test of
 their  respective musical abilities4   
,the defi was accepted and ,carolan's   
rival played on his violin one of       
,vivaldi's most difficult concertos4 ,on
  the conclusion of the performance1    
,carolan1 who had never heard the  piece
 before1 took his harp and played the   
concerto through from  beginning to end 
without making a single error4 ,his     
rival thereupon  yielded the palm1      
thoroughly satisfied of ,carolan's      
superiority1 as well  he might be4      
,beethoven could retain in his memory   
any musical  composition1 however       
complex1 that he had listened to1 and   
could  reproduce most of it4 ,he could  
play from memory every one of the       
compositions in ,bach's ',well ,tempered
 ,clavichord1' there being  forty-eight 
preludes and the same number of fugues  
which in intricacy  of movement and     

difficulty of execution are almost      
unexampled1 as each  of these           
compositions is written in the most     
abstruse style of  counterpoint4        
,mozart1 at four years of age1 could    
remember note for note1 elaborate  solos
 in concertos which he had heard2 he    
could learn a minuet in half  an hour1  
and even composed short pieces at that  
early age4 ,at six he was  able to      
compose without the aid of an           
instrument1 and continued to  advance   
rapidly in musical memory and knowledge4
 ,when fourteen years old  he went to   
,rome in ,holy ,week4 ,at the ,sistine  
,chapel was performed each  day1        
,allegri's ',miserere1' the score of    
which ,mozart wished to obtain1  but he 
learned that no copies were allowed to  
be made4 ,he listened  attentively to   
the performance1 at the conclusion of   
which he wrote the  whole score from    
memory without an error4 ,another time1 
,mozart was  engaged to contribute an   
original composition to be performed by 

a noted  violinist and himself at       
,vienna before the ,emperor ,joseph4 ,on
 arriving  at the appointed place       
,mozart discovered that he had forgotten
 to bring  his part4 ,nothing dismayed1 
he placed a blank sheet of paper before 
him1 and played his part through from   
memory without a mistake4 ,when the     
opera of ',don ,giovanni' was first     
performed there was no time to copy  the
 score for the harpsichord1 but ,mozart 
was equal to the occasion2 he  conducted
 the entire opera and played the        
harpsichord accompaniment to  the songs 
and choruses without a note before him4 
,there are many  well-attested instances
 of ,mendelssohn's remarkable musical   
memory4 ,he  once gave a grand concert  
in ,london1 at which his ,overture to   
',midsummer  ,night's ,dream' was       
produced4 ,there was only one copy of   
the full score1  which was taken charge 
of by the organist of ,st4 ,paul's      
,cathedral1 who  unfortunately left it  
in a hackney coach--whereupon           

,mendelssohn wrote  out another score   
from memory1 without an error4 ,at      
another time1 when  about to direct a   
public performance of ,bach's ',passion 
,music1' he found  on mounting the      
conductor's platform that instead of the
 score of the  work to be performed1    
that of another composition had been    
brought by  mistake4 ,without hesitation
 ,mendelssohn successfully conducted    
this  complicated work from memory1     
automatically turning over leaf after   
leaf of the score before him as the     
performance progressed1 so that no      
feeling of uneasiness might enter the   
minds of the orchestra and  singers4    
,gottschalk1 it is said1 could play from
 memory several thousand  compositions1 
including many of the works of ,bach4   
,the noted conductor1  ,vianesi1 rarely 
has the score before him in conducting  
an opera1 knowing  every note of many   
operas from memory4    ,it will be seen 
that two phases of memory must enter    
into the memory of  music--the memory of

 tune and the memory of the notes4 ,the 
memory of  tune of course falls into the
 class of ear-impressions1 and what has 
been said regarding them is also        
applicable to this case4 ,the memory of 
notes falls into the classification of  
eye-impressions1 and the rules of  this 
class of memory applies in this case4   
,as to the cultivation of the  memory of
 tune1 the principle advice to be given 
is that the student  take an active     
interest in all that pertains to the    
sound of music1 and  also takes every   
opportunity for listening to good music1
 and  endeavoring to reproduce it in the
 imagination or memory4 ,endeavor to    
enter into the spirit of the music until
 it becomes a part of yourself4  ,rest  
not content with merely hearing it1 but 
lend yourself to a  feeling of its      
meaning4 ,the more the music means to   
you1 the more  easily will you remember 
it4 ,the plan followed by many students1
  particularly those of vocal music1 is 
to have a few bars of a piece  played   

over to them several times1 until they  
are able to hum it  correctly2 then a   
few more are added2 and then a few more 
and so on4  ,each addition must be      
reviewed in connection with that which  
was learned  before1 so that the chain  
of association may be kept unbroken4    
,the  principle is the same as the child
 learning his ,a-,b-,c--he remembers ,b 
because it follows ,a4 ,by this constant
 addition of just a little bit  more1   
accompanied by frequent reviews1 long   
and difficult pieces may be  memorized4 
,the memory of notes may be developed by
 the method above named--the  method of 
learning a few bars well1 and then      
adding a few more1 and  frequently      
reviewing as far as you have learned1   
forging the links of  association as you
 go along1 by frequent practice4 ,the   
method being  entirely that of          
eye-impression and subject to its rules1
 you must  observe the idea of          
visualization--that is learning each bar
 until you  can see it in your mind's   

eye as you proceed4 ,but in this1 as in 
many other eye-impressions1 you will    
find that you will be greatly aided  by 
your memory of the sound of the notes1  
in addition to their  appearance4 ,try  
to associate the two as much as         
possible1 so that when  you see a note1 
you will hear the sound of it1 and when 
you hear a  note sounded1 you will see  
it as it appears on the score4 ,this    
combining of the impressions of both    
sight and sound will give you the       
benefit of the double sense impression1 
which results in doubling your  memory  
efficiency4 ,in addition to visualizing 
the notes themselves1 the  student      
should add the appearance of the various
 symbols denoting the  key1 the time1   
the movement1 expression1 etc41 so that 
he may hum the  air from the visualized 
notes1 with expression and with correct 
interpretation4 ,changes of key1 time or
 movement should be carefully  noted in 
the memorization of the notes4 ,and     
above everything else1  memorize the    

feeling of that particular portion of   
the score1 that you  may not only see   
and hear1 but also feel that which you  
are recalling4    ,we would advise the  
student to practice memorizing simple   
songs at  first1 for various reasons4   
,one of these reasons is that these     
songs  lend themselves readily to       
memorizing1 and the chain of easy       
association  is usually maintained      
throughout4    ,in this phase of memory1
 as in all others1 we add the advice to3
 ,take  interest2 bestow ,attention2 and
 ,practice and ,exercise as often as    
possible4 ,you may have tired of these  
words--but they constitute the  main    
principles of the development of a      
retentive memory4 ,things must be       
impressed upon the memory1 before they  
may be recalled4 ,this should be        
remembered in every consideration of the
 subject4          ,,chapter ,,xvi4     
,,how ,,to ,,remember ,,occurrences4    
,the phase of memory which manifests in 
the recording of and recollection  of   

the occurrences and details of one's    
every-day life is far more  important   
than would appear at first thought4 ,the
 average person is  under the impression
 that he remembers very well the        
occurrences of his  every-day business1 
professional or social life1 and is apt 
to be  surprised to have it suggested to
 him that he really remembers but very  
little of what happens to him during his
 waking hours4 ,in order to prove  how  
very little of this kind is really      
remembered1 let each student lay  down  
this book1 at this place1 and then      
quieting his mind let him  endeavor to  
recall the incidents of the same day of 
the preceding week4  ,he will be        
surprised to see how very little of what
 happened on that day  he is really     
capable of recollecting4 ,then let him  
try the same  experiment with the       
occurrences of yesterday--this result   
will also  excite surprise4 ,it is true 
that if he is reminded of some          
particular  occurrence1 he will recall  

it1 more or less distinctly1 but beyond 
that  he will remember nothing4 ,let him
 imagine himself called upon to testify 
in court1 regarding the happenings of   
the previous day1 or the day of  the    
week before1 and he will realize his    
position4    ,the reason for his failure
 to easily remember the events referred 
to is  to be found in the fact that he  
made no effort at the time to impress   
these happenings upon his subconscious  
mentality4 ,he allowed them to  pass    
from his attention like the proverbial  
water from the duck's  back4 ,he did not
 wish to be bothered with the           
recollection of trifles1  and in        
endeavoring to escape from them1 he made
 the mistake of failing  to store them  
away4 ,there is a vast difference       
between dwelling on the  past1 and      
storing away past records for possible  
future reference4 ,to  allow the records
 of each day to be destroyed is like    
tearing up the  important business      
papers in an office in order to avoid   

giving them a  little space in the      
files4    ,it is not advisable to expend
 much mental effort in fastening each   
important detail of the day upon the    
mind1 as it occurs2 but there is an     
easier way that will accomplish the     
purpose1 if one will but take a  little 
trouble in that direction4 ,we refer to 
the practice of  reviewing the          
occurrences of each day1 after the      
active work of the  day is over4 ,if you
 will give to the occurrences of each   
day a mental  review in the evening1 you
 will find that the act of reviewing    
will  employ the attention to such an   
extent as to register the happenings in 
such a manner that they will be         
available if ever needed thereafter4 ,it
  is akin to the filing of the business 
papers of the day1 for possible  future 
reference4 ,besides this advantage1     
these reviews will serve you  well as a 
reminder of many little things of       
immediate importance which  have escaped
 your recollection by reason of         

something that followed them  in the    
field of attention4    ,you will find   
that a little practice will enable you  
to review the  events of the day1 in a  
very short space of time1 with a        
surprising  degree of accuracy of       
detail4 ,it seems that the mind will    
readily  respond to this demand upon it4
 ,the process appears to be akin to a   
mental digestion1 or rather a mental    
rumination1 similar to that of the  cow 
when it chews the cud that it has       
previously gathered4 ,the thing  is     
largely a knack easily acquired by a    
little practice4 ,it will pay  you for  
the little trouble and time that you    
expend upon it4 ,as we have  said1 not  
only do you gain the advantage of       
storing away these records  of the day  
for future use1 but you also have your  
attention called to  many important     
details that have escaped you1 and you  
will find that  many ideas of importance
 will come to you in your moments of    
leisure  rumination4 ,let this work be  

done in the evening1 when you feel at   
ease--but do not do it after you retire4
 ,the bed is made for sleep1 not  for   
thinking4 ,you will find that the       
subconsciousness will awaken to the     
fact that it will be called upon later  
for the records of the day1 and  will1  
accordingly1 take notice of what        
happens1 in a far more diligent  and    
faithful manner4 ,the subconsciousness  
responds to a call made upon  it in an  
astonishing manner1 when it once        
understands just what is  required of   
it4 ,you will see that much of the      
virtue of the plan  recommended consists
 in the fact that in the review there is
 an  employment of the attention in a   
manner impossible during the haste and  
rush of the day's work4 ,the faint      
impressions are brought out for         
examination1 and the attention of the   
examination and review greatly  deepen  
the impression in each case1 so that it 
may be reproduced  thereafter4 ,in a    
sentence3 it is the deepening of the    

faint impressions  of the day4          
,thurlow ,weed1 a well-known politician 
of the last century1 testifies to  the  
efficacy of the above mentioned method1 
in his ,memoirs4 ,his plan  was slightly
 different from that mentioned by us1   
but you will at once  see that it       
involves the same principles--the same  
psychology4 ,mr4 ,weed  says3 ,some of  
my friends used to think that ,i was    
'cut out' for a  politician1 but ,i saw 
at once a fatal weakness4 ,my memory was
 a sieve4 ,i  could remember nothing4   
,dates1 names1 appointments1            
faces--everything  escaped me4 ,i said  
to my wife1 ',catherine1 ,i shall never 
make a  successful politician1 for ,i   
cannot remember1 and that is a prime    
necessity of politicians4 ,a politician 
who sees a man once should  remember him
 forever4' ,my wife told me that ,i must
 train my memory4 ,so  when ,i came home
 that night ,i sat down alone and spent 
fifteen minutes  trying silently to     
recall with accuracy the principal      

events of the day4  ,i could remember   
but little at first--now ,i remember    
that ,i could not  then recall what ,i  
had for breakfast4 ,after a few days'   
practice ,i found  ,i could recall more4
 ,events came back to me more minutely1 
more  accurately1 and more vividly than 
at first4 ,after a fortnight or so of   
this1 ,catherine said 'why don't you    
relate to me the events of the day      
instead of recalling them to yourself8  
,it would be interesting and my         
interest in it would be a stimulus to   
you4' ,having great respect for my      
wife's opinion1 ,i began a habit of oral
 confession1 as it were1 which  was     
continued for almost fifty years4 ,every
 night1 the last thing before  retiring1
 ,i told her everything ,i could        
remember that had happened to  me1 or   
about me1 during the day4 ,i generally  
recalled the very dishes ,i  had for    
breakfast1 dinner and tea2 the people ,i
 had seen1 and what they  had said2 the 
editorials ,i had written for my paper1 

giving her a brief  abstract of them2 ,i
 mentioned all the letters ,i had seen  
and received1  and the very language    
used1 as nearly as possible2 when ,i had
 walked or  ridden--,i told her         
everything that had come within my      
observation4 ,i  found that ,i could say
 my lessons better and better every     
year1 and  instead of the practice      
growing irksome1 it became a pleasure to
 go over  again the events of the day4  
,i am indebted to this discipline for a 
memory of unusual tenacity1 and ,i      
recommend the practice to all who wish  
to store up facts1 or expect to have    
much to do with influencing men4    ,the
 careful student1 after reading these   
words of ,thurlow ,weed1 will see  that 
in them he has not only given a method  
of recalling the particular  class of   
occurrences mentioned in this lesson1   
but has also pointed out  a way whereby 
the entire field of memory may be       
trained and developed4  ,the habit of   
reviewing and telling the things that   

one perceives1 does  and thinks during  
the day1 naturally sharpens the powers  
of future  observation1 attention and   
perception4 ,if you are witnessing a    
thing  which you know that you will be  
called upon to describe to another      
person1 you will instinctively apply    
your attention to it4 ,the knowledge    
that you will be called upon for a      
description of a thing will give the    
zest of interest or necessity to it1    
which may be lacking otherwise4 ,if  you
 will sense things with the knowledge   
that you will be called upon  to tell of
 them later on1 you will give the       
interest and attention that  go to make 
sharp1 clear and deep impressions on the
 memory4 ,in this case  the seeing and  
hearing has a meaning to you1 and a     
purpose4 ,in  addition to this1 the work
 of review establishes a desirable habit
 of  mind4 ,if you don't care to relate 
the occurrences to another              
person--learn to tell them to yourself  
in the evening4 ,play the part          

yourself4 ,there is a valuable secret of
 memory imbedded in this  chapter--if   
you are wise enough to apply it4        
,,chapter ,,xvii4    ,,how ,,to         
,,remember ,,facts4      ,in speaking of
 this phase of memory we use the word   
fact in the sense  of an ascertained    
item of knowledge1 rather than in the   
sense of a  happening1 etc4 ,in this    
sense the ,memory of ,facts is the      
ability to  store away and recollect    
items of knowledge bearing upon some    
particular  thing under consideration4  
,if we are considering the subject of   
,horse1  the facts that we wish to      
remember are the various items of       
information and knowledge regarding the 
horse1 that we have acquired  during our
 experience--facts that we have seen1   
heard or read1 regarding  the animal in 
question and to that which concerns it4 
,we are continually  acquiring items of 
information regarding all kinds of      
subjects1 and yet  when we wish to      
collect them we often find the task     

rather difficult1  even though the      
original impressions were quite clear4  
,the difficulty is  largely due to the  
fact that the various facts are         
associated in our  minds only by        
contiguity in time or place1 or both1   
the associations of  relation being     
lacking4 ,in other words we have not    
properly classified  and indexed our    
bits of information1 and do not know    
where to begin to  search for them4 ,it 
is like the confusion of the business   
man who kept  all of his papers in a    
barrel1 without index1 or order4 ,he    
knew that  they are all there but he had
 hard work to find any one of them when 
it was required4 ,or1 we are like the   
compositor whose type has become  pied1 
and then thrown into a big box--when he 
attempts to set up a  book page1 he will
 find it very difficult1 if not         
impossible--whereas1  if each letter    
were in its proper box1 he would set up 
the page in a  short time4    ,this     
matter of association by relation is one

 of the most important  things in the   
whole subject of thought1 and the degree
 of correct and  efficient thinking     
depends materially upon it4 ,it does not
 suffice us to  merely know a thing--we 
must know where to find it when we want 
it4 ,as  old ,judge ,sharswood1 of      
,pennsylvania1 once said3 ,it is not so 
much to  know the law1 as to know where 
to find it4 ,kay says3 ,over the        
associations formed by contiguity in    
time or space we have but little        
control4 ,they are in a manner          
accidental1 depending upon the order in 
which the objects present themselves to 
the mind4 ,on the other hand1           
association by similarity is largely put
 in our own power2 for we1 in a         
measure1 select those objects that are  
to be associated1 and bring them        
together in the mind4 ,we must be       
careful1 however1 only to associate     
together such things as we wish to be   
associated together and to recall  each 
other2 and the associations we form     

should be based on fundamental  and     
essential1 and not upon mere superficial
 or casual resemblances4  ,when things  
are associated by their accidental1 and 
not by their  essential qualities1--by  
their superficial1 and not by their     
fundamental  relations1 they will not be
 available when wanted1 and will be of  
little  real use4 ,when we associate    
what is new with what most nearly       
resembles  it in the mind already1 we   
give it its proper place in our fabric  
of  thought4 ,by means of association by
 similarity1 we tie up our ideas1 as  it
 were1 in separate bundles1 and it is of
 the utmost importance that  all the    
ideas that most nearly resemble each    
other be in one bundle4    ,the best way
 to acquire correct associations1 and   
many of them1 for a  separate fact that 
you wish to store away so that it may be
 recollected  when needed--some useful  
bit of information or interesting bit of
  knowledge1 that may come in handy     
later on--is to analyze it and its      

relations4 ,this may be done by asking  
yourself questions about it--each  thing
 that you associate it with in your     
answers being just one  additional      
cross-index whereby you may find it     
readily when you want  it4 ,as ,kay     
says3 ,the principle of asking questions
 and obtaining  answers to them1 may be 
said to characterize all intellectual   
effort4  ,this is the method by which   
,socrates and ,plato drew out the       
knowledge of  their pupils1 filling in  
the gaps and attaching new facts to     
those  already known4 ,when you wish to 
so consider a fact1 ask yourself the    
following questions about it3           
,i4 ,where did it come from or          
originate8        ,,ii4 ,what caused it8
       ,,iii4 ,what history or record   
has it8        ,,iv4 ,what are its      
attributes1 qualities and               
characteristics8         ,v4 ,what      
things can ,i most readily associate    
with it8 ,what is it like8        ,,vi4 
,what is it good for--how may it be     

used--what can ,i do with it8           
,,vii4 ,what does it prove--what can be 
deduced from it8      ,,viii4 ,what are 
its natural results--what happens       
because of it8        ,,ix4 ,what is its
 future2 and its natural or probable end
 or finish8         ,x4 ,what do ,i     
think of it1 on the whole--what are my  
general            impressions regarding
 it8        ,,xi4 ,what do ,i know about
 it1 in the way of general information8 
,,xii4 ,what have ,i heard about it1 and
 from whom1 and when8    ,if you will   
take the trouble to put any fact through
 the above rigid  examination1 you will 
not only attach it to hundreds of       
convenient and  familiar other facts1 so
 that you will remember it readily upon 
occasion1 but you will also create a new
 subject of general information  in your
 mind of which this particular fact will
 be the central thought4  ,similar      
systems of analysis have been published 
and sold by various  teachers1 at high  
prices--and many men have considered    

that the results  justified the         
expenditure4 ,so do not pass it by      
lightly4    ,the more other facts that  
you manage to associate with any one    
fact1 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 it4 ,the more    
associations you attach to a  fact1 the 
more meaning does that fact have for    
you1 and the more  interest will be     
created regarding it in your mind4      
,moreover1 by so  doing1 you make very  
probable the automatic or involuntary   
recollection of that fact when you are  
thinking of some of its  associated     
subjects2 that is1 it will come into    
your mind naturally in  connection with 
something else--in a that reminds me    
fashion4 ,and the  oftener that you are 
involuntarily reminded of it1 the       
clearer and  deeper does its impression 

become on the records of your memory4   
,the  oftener you use a fact1 the easier
 does it become to recall it when       
needed4 ,the favorite pen of a man is   
always at his hand in a remembered      
position1 while the less used eraser or 
similar thing has to be searched  for1  
often without success4 ,and the more    
associations that you bestow  upon a    
fact1 the oftener is it likely to be    
used4    ,another point to be remembered
 is that the future association of a    
fact  depends very much upon your system
 of filing away facts4 ,if you will     
think of this when endeavoring to store 
away a fact for future  reference1 you  
will be very apt to find the best mental
 pigeon-hole for  it4 ,file it away with
 the thing it most resembles1 or to     
which it has  the most familiar         
relationship4 ,the child does this1     
involuntarily--it  is nature's own way4 
,for instance1 the child sees a zebra1  
it files away  that animal as a donkey  
with stripes2 a giraffe as a long-necked

  horse2 a camel as a horse with long1  
crooked legs1 long neck and humps  on   
its back4 ,the child always attaches its
 new knowledge or fact on to  some      
familiar fact or bit of                 
knowledge--sometimes the result is      
startling1 but the child remembers by   
means of it nevertheless4 ,the  grown up
 children will do well to build similar 
connecting links of  memory4 ,attach the
 new thing to some old familiar thing4  
,it is easy when  you once have the     
knack of it4 ,the table of questions    
given a little  farther back will bring 
to mind many connecting links4 ,use     
them4    ,if you need any proof of the  
importance of association by relation1  
and  of the laws governing its action1  
you have but to recall the ordinary     
train of thought or chain of images in  
the mind1 of which we become  conscious 
when we are day-dreaming or indulging in
 reverie1 or even in  general thought   
regarding any subject4 ,you will see    
that every mental  image or idea1 or    

recollection is associated with and     
connected to the  preceding thought and 
the one following it4 ,it is a chain    
that is  endless1 until something breaks
 into the subject from outside4 ,a fact 
flashes into your mind1 apparently from 
space and without any reference  to     
anything else4 ,in such cases you will  
find that it occurs either  because you 
had previously set your subconscious    
mentality at work upon  some problem1 or
 bit of recollection1 and the flash was 
the belated and  delayed result2 or else
 that the fact came into your mind      
because of its  association with some   
other fact1 which in turn came from a   
precedent  one1 and so on4 ,you hear a  
distant railroad whistle and you think  
of a  train2 then of a journey2 then of 
some distant place2 then of some one  in
 that place2 then of some event in the  
life of that person2 then of a  similar 
event in the life of another person2    
then of that other person2  then of his 
or her brother2 then of that brother's  

last business  venture2 then of that    
business2 then of some other business   
resembling  it2 then of some people in  
that other business2 then of their      
dealings  with a man you know2 then of  
the fact that another man of a similar  
name  to the last man owes you some     
money2 then of your determination to get
  that money2 then you make a memorandum
 to place the claim in the hands  of a  
lawyer to see whether it cannot be      
collected now1 although the man  was    
execution proof last year--from distant 
locomotive whistle to the  possible     
collection of the account4 ,and yet1 the
 links forgotten1 the  man will say that
 he just happened to think of the       
debtor1 or that  it somehow flashed     
right into my mind1 etc4 ,but it was    
nothing but the  law of                 
association--that's all4 ,moreover1 you 
will now find that  whenever you hear   
mentioned the term association of mental
 ideas1  etc41 you will remember the    
above illustration or part of it4 ,we   

have  forged a new link in the chain of 
association for you1 and years from  now
 it will appear in your thoughts4       
,,chapter ,,xviii4    ,,how ,,to        
,,remember ,,words1 ,,etc4      ,in a   
preceding chapter we gave a number of   
instances of persons who had  highly    
developed their memory of words1        
sentences1 etc4 ,history is full  of    
instances of this kind4 ,the moderns    
fall far behind the ancients in  this   
respect2 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     
ordinary4 ,among ancient people1 when   
printing was unknown and manuscripts    
scarce and valuable1 it was the  common 
custom of the people to learn by heart  
the various sacred  teachings of their  
respective religions4 ,the sacred books 
of the ,hindus  were transmitted in this
 way1 and it was a common thing among   
the  ,hebrews to be able to recite the  
books of ,moses and the ,prophets       

entirely from memory4 ,even to this day 
the faithful ,mohammedans are  taught to
 commit the entire ,koran to memory4    
,and investigation reveals1  always1    
that there has been used the identical  
process of committing  these sacred     
books to memory1 and recalling them at  
will--the natural  method1 instead of an
 artificial one4 ,and therefore we shall
 devote this  chapter solely to this    
method whereby poems or prose may be    
committed to  memory and recalled       
readily4    ,this natural method of     
memorizing words1 sentences1 or verses  
is no  royal road4 ,it is a system which
 must be mastered by steady work and    
faithful review4 ,one must start at the 
beginning and work his way up4  ,but the
 result of such work will astonish      
anyone not familiar with it4  ,it is the
 very same method that the ,hindus1     
,hebrews1 ,mohammedans1  ,norsemen1 and 
the rest of the races1 memorized their  
thousands of verses  and hundreds of    
chapters of the sacred books of their   

people4 ,it is the  method of the       
successful actor1 and the popular       
elocutionist1 not to  mention those     
speakers who carefully commit to memory 
their impromptu  addresses and          
extemporaneous speeches4    ,this       
natural system of memorizing is based   
upon the principle which has  already   
been alluded to in this book1 and by    
which every child learns  its alphabet  
and its multiplication table1 as well as
 the little piece  that it recites for  
the entertainment of its fond parents   
and the bored  friends of the family4   
,that principle consists of the learning
 of one  line at a time1 and reviewing  
that line2 then learning a second line  
and  reviewing that2 and then reviewing 
the two lines together2 and so on1  each
 addition being reviewed in connection  
with those that went before4  ,the child
 learns the sound of ,a2 then it learns 
,b2 then it  associates the sounds of   
,a1 ,b in its first review2 the ,c is   
added  and the review runs3 ,a1 ,b1 ,c4 

,and so on until ,z is reached and the  
child is able to review the entire list 
from ,a to ,z1 inclusive4 ,the          
multiplication table begins with its    
twice #a is #b1 then twice #b is  #d1   
and so on1 a little at a time until the 
twos are finished and the  threes begun4
 ,this process is kept up1 by constant  
addition and  constant review1 until #ab
 twelves finishes up the list1 and the  
child  is able to repeat the tables from
 first to last from memory4    ,but     
there is more to it1 in the case of the 
child1 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 use4 ,memory1  like every  
faculty of the mind1 or every muscle of 
the body1 improves  and develops by     
intelligent and reasonable use and      
exercise4 ,not only  does this exercise 
and use develop the memory along the    
particular line  of the faculty used1   
but also along every line and faculty4  

,this is so  because the exercise       
develops the power of concentration1 and
 the use of  the voluntary attention4   
,we suggest that the student who wishes 
to acquire a good memory for  words1    
sentences1 etc41 begin at once1         
selecting some favorite poem for  the   
purpose of the demonstration4 ,then let 
him memorize one verse of not  over four
 to six lines to begin with4 ,let him   
learn this verse  perfectly1 line by    
line1 until he is able to repeat it     
without a  mistake4 ,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 it4 ,then let him 
stop for the day4 ,the next day  let him
 repeat the verse learned the day       
before1 and then let him  memorize a    
second verse in the same way1 and just  
as perfectly4 ,then let  him review the 
first and second verses together4 ,this 
addition of the  second verse to the    
first serves to weld the two together by

  association1 and each review of them  
together serves to add a little bit  to 
the weld1 until they become joined in   
the mind as are ,a1 ,b1 ,c4 ,the  third 
day let him learn a third verse1 in the 
same way and then review  the three4    
,continue this for say a month1 adding a
 new verse each day  and adding it to   
the verses preceding it4 ,but constantly
 review them  from beginning to end4 ,he
 cannot review them too often4 ,he will 
be able  to have them flow along like   
the letters of the alphabet1 from ,a to 
,z if he reviews properly and often     
enough4    ,then1 if he can spare the   
time1 let him begin the second month by 
learning two verses each day1 and adding
 to those that precede them1  with      
constant and faithful reviews4 ,he will 
find that he can memorize  two verses1  
in the second month1 as easily as he did
 the one verse in  the first month4 ,his
 memory has been trained to this extent4
 ,and so1 he  may proceed from month to 
month1 adding an extra verse to his     

daily  task1 until he is unable to spare
 the time for all the work1 or until he 
feels satisfied with what he has        
accomplished4 ,let him use moderation   
and not try to become a phenomenon4 ,let
 him avoid overstraining4 ,after  he has
 memorized the entire poem1 let him     
start with a new one1 but not  forget to
 revive the old one at frequent         
intervals4 ,if he finds it  impossible  
to add the necessary number of new      
verses1 by reason of other  occupation1 
etc41 let him not fail to keep up his   
review work4 ,the  exercise and review  
is more important than the mere addition
 of so many  new verses4    ,let him    
vary the verses1 or poems with prose    
selections4 ,he will find  the verses of
 the ,bible very well adapted for such  
exercise1 as they  lend themselves      
easily to registration in the memory4   
,shakespeare may be  used to advantage  
in this work4 ,the ,rubaiyat of ,omar   
,khayyam2 or the  ,lady of the ,lake by 
,scott2 or the ,song ,celestial or      

,light of ,asia  both by ,edwin ,arnold1
 will be found to be well adapted to    
this system  of memorizing1 the verses  
of each being apt to stick in the       
memory1  and each poem being            
sufficiently long to satisfy the        
requirements of  even the most ambitious
 student4 ,to look at the complete poem 
7any of  those mentioned7 it would seem 
almost impossible that one would ever be
  able to memorize and recite it from   
beginning to end1 letter perfect4  ,but 
on the principle of the continual       
dripping of water wearing away the      
stone2 or the snowball increasing at    
each roll2 this practice of a  little   
being associated to what he already has 
will soon allow him to  accumulate a    
wonderfully large store of memorized    
verses1 poems1  recitations1 etc4 ,it is
 an actual demonstration of the catchy  
words of  the popular song which informs
 one that3 ,every little bit1 added to  
what you've got1 makes just a little bit
 more4    ,after he has acquired quite a

 large assortment of memorized          
selections1  he will find it impossible 
to review them all at one time4 ,but he 
should  be sure to review them all at   
intervals1 no matter how many days may  
elapse between each review4    ,the     
student who has familiarized himself    
with the principles upon which  memory  
depends1 as given in the preceding      
chapters1 will at once see  that the    
three principles of attention1          
association and repetition are  employed
 in the natural method herein           
recommended4 ,attention must be  given  
in order to memorize each verse in the  
first place2 association is  employed in
 the relationship created between the   
old verses and the new  ones2 and       
repetition is employed by the frequent  
reviewing1 which serves  to deepen the  
memory impression each time the poem is 
repeated4  ,moreover1 the principle of  
interest is invoked1 in the gradual     
progress  made1 and the accomplishment  
of what at first seemed to be an        

impossible  task--the game element is   
thus supplied1 which serves as an       
incentive4  ,these combined principles  
render this method an ideal one1 and it 
is not  to be wondered that the race has
 so recognized it from the earliest     
times4          ,,chapter ,,xix4        
,,how ,,to ,,remember ,,books1 ,,plays1 
,,tales1 ,,etc4      ,in the preceding  
chapters we have given you suggestions  
for the  development of the principal   
forms of memory4 ,but there are still   
other  phases or forms of memory1 which 
while coming under the general          
classification may be still considered  
as worthy of special  consideration4    
,for instance there may be suggestions  
given regarding the  memorization of the
 contents of the books you read1 the    
stories you  hear1 etc4 ,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 chapters4        
,many of us fail to remember the        

important things in the books we read1  
and are often mortified by our ignorance
 regarding the contents of the  works of
 leading authors1 or of popular novels1 
which although we have  read1 we have   
failed to impress upon the records of   
our memory4 ,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  memory4 ,the trouble with the      
majority of people is that they read    
books  to kill time1 as a sort of mental
 narcotic or ansthetic1 instead of  for 
the purpose of obtaining something of   
interest from them4 ,by this  course we 
not only lose all that may be of        
importance or value in the  book1 but   
also acquire the habit of careless      
reading and inattention4  ,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 one4 ,but1 still1 even the   
most  careless reader may improve       
himself and cure the habit of           
inattention  and careless reading4      
,noah ,porter says3 ,we have not read an
 author till we have seen his  object1  
whatever it may be1 as he saw it4 ,also3
 ,read with attention4  ,this is the    
rule that takes precedence of all       
others4 ,it stands instead  of a score  
of minor directions4 ,indeed it         
comprehends them all1 and is  the golden
 rule4444 ,the page should be read as if
 it were never to be  seen a second     
time2 the mental eye should be fixed as 
if there were no  other object to think 
of2 the memory should grasp the facts   
like a vise2  the impressions should be 
distinctly and sharply received4 ,it is 
not  necessary1 nor is it advisable to  
attempt to memorize the text of a  book1
 excepting1 perhaps1 a few passages that
 may seem worthy to be  treasured up    
word for word4 ,the principal thing to  

be remembered about a  book is its      
meaning--what it is about4 ,then may    
follow the general  outline1 and the    
details of the story1 essay1 treatise or
 whatever it  may be4 ,the question that
 should be asked oneself1 after the book
 is  completed1 or after the completion 
of some particular part of the book1    
is3 ,what was the writer's idea--what   
did he wish to say8 ,get the  idea of   
the writer4 ,by taking this mental      
attitude you practically  place yourself
 in the place of the writer1 and thus   
take part in the  idea of the book4 ,you
 thus view it from the inside1 rather   
than from the  outside4 ,you place      
yourself at the centre of the thing1    
instead of upon  its circumference4     
,if the book be a history1 biography1   
autobiography1 narrative1 or story  of  
fact or fiction1 you will find it of    
value to visualize its  occurrences as  
the story unfolds4 ,that is1 endeavor to
 form at least a  faint mental picture  
of the events related1 so that you see  

them in  your mind's eye1 or            
imagination4 ,use your imagination in   
connection  with the mechanical reading4
 ,in this way you build up a series of  
mental  pictures1 which will be         
impressed upon your mind1 and which will
 be  remembered just as are the scenes  
of a play that you have witnessed1 or   
an actual event that you have seen1 only
 less distinct of course4  ,particularly
 should you endeavor to form a clear    
mental picture of each  character1 until
 each one is endowed with at least a    
semblance of  reality to you4 ,by doing 
this you will impart a naturalness to   
the  events of the story and you will   
obtain a new pleasure from your         
reading4 ,of course1 this plan will make
 you read more slowly1 and many  trashy 
tales will cease to interest you1 for   
they do not contain the  real elements  
of interest--but this is no loss1 but is
 a decided gain  for you4 ,at the end of
 each reading1 take the time to mentally
 review  the progress of the story--let 

the characters and scenes pass before   
your mental vision as in a moving       
picture4 ,and when the book is finally  
completed1 review it as a whole4 ,by    
following this course1 you will not     
only acquire the habit of easily        
remembering the tales and books that    
you have read1 but will also obtain much
 pleasure by re-reading favorite        
stories in your imagination1 years      
after4 ,you will find that your         
favorite characters will take on a new  
reality for you1 and will become  as old
 friends in whose company you may enjoy 
yourself at any time1 and  whom you may 
dismiss when they tire you1 without     
offense4    ,in the case of scientific  
treatises1 essays1 etc41 you may follow 
a  similar plan by dividing the work    
into small sections and mentally        
reviewing the thought--7not the words7  
of each section until you make  it your 
own2 and then by adding new sections to 
your review1 you may  gradually absorb  
and master the entire work4 ,all this   

requires time1  work and patience1 but  
you will be repaid for your expenditure4
 ,you  will find that this plan will    
soon render you impatient at books of   
little consequence1 and will drive you  
to the best books on any given  subject4
 ,you will begin to begrudge your time  
and attention1 and  hesitate about      
bestowing them upon any but the very    
best books4 ,but in  this you gain4     
,in order to fully acquaint yourself    
with a book1 before reading it you      
should familiarize yourself with its    
general character4 ,to do this you      
should pay attention to the full title1 
and the sub-title1 if there be  any2 the
 name of the author and the list of     
other books that he has  written1 if    
they are noted on the title page1 or the
 one preceding it1  according to the    
usual custom4 ,you should read the      
preface and study  carefully the table  
of contents1 that you may know the field
 or general  subject covered by the     
book--in other words endeavor to get the

 general  outline of the book1 into     
which you may afterwards fill in the    
details4    ,in reading a book of       
serious import1 you should make it a    
point to fully  grasp the meaning of    
each paragraph before passing on to the 
next one4  ,let nothing pass you that   
you do not understand1 at least in a    
general  way4 ,consult the dictionary   
for words not familiar to you1 so that  
you  may grasp the full idea intended to
 be expressed4 ,at the end of each      
chapter1 section and part1 you should   
review that which you have read1  until 
you are able to form a mental picture of
 the general ideas  contained therein4  
,to those who wish to remember the      
dramatic productions that they have     
attended1 we would say that the         
principles above mentioned may be       
applied to this form of memory as well  
as to the memory of books4 ,by  taking  
an interest in each character as it     
appears2 by studying  carefully each    
action and scene1 and then reviewing    

each act in the  intervals between the  
acts2 and by finally reviewing the      
entire play  after your return home2 you
 will fasten the whole play as a        
complete  mental picture1 on the records
 of your memory4 ,if you have acquainted
  yourself with what we have just said  
regarding the recollection of the       
contents of books1 you will be able to  
modify and adapt them to the  purpose of
 recollecting plays and dramatic        
productions4 ,you will find  that the   
oftener you review a play1 the more     
clearly will you remember  it4 ,many    
little details overlooked at first will 
come into the field of  consciousness   
and fit into their proper places4       
,sermons1 lectures and other discourses 
may be remembered by bestowing  interest
 and attention upon them1 and by        
attempting to grasp each  general idea  
advanced1 and by noting the passage from
 one general idea  to another4 ,if you  
will practice this a few times1 you will
 find that  when you come to review the 

discourse 7and this you should always   
do--it  is the natural way of developing
 memory7 the little details will come up
  and fit into their proper places4 ,in 
this form of memory1 the important      
thing is to train the memory by exercise
 and review4 ,you will find that  at    
each review of a discourse you will have
 made progress4 ,by practice  and       
exercise1 the subconscious mentality    
will do better work1 and will  show that
 it is rising to its new                
responsibilities4 ,you have allowed it  
to sleep during the many discourses to  
which you have listened1 and it  must be
 taught new habits4 ,let it know that it
 is expected to retain  that which it   
hears1 and then exercise it frequently  
by reviews of  discourses1 and you will 
be surprised at the degree of the work  
it will  perform for you4 ,not only will
 you remember better1 but you will hear 
better and more intelligently4 ,the     
subconsciousness1 knowing that it  will 
be called upon later on to recollect    

what is being said1 will urge  you to   
bestow the attention necessary to supply
 it with the proper  material4    ,to   
those who have had trouble in           
remembering discourses1 we urge that    
they should begin to attend lectures and
 other forms of discourse1 with  the    
distinct purpose of developing that form
 of memory4 ,give to the  subconscious  
mentality the positive command that it  
shall attend to what  is being said1 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 it4 ,you  
should avoid any attempt to memorize the
 words of  the discourse--your purpose  
being to absorb and record the ideas and
  general thought expressed4            
,interest--,attention--,practice--,revie
w--these  are the important points in   
memory4    ,to remember stories1        
anecdotes1 fables1 etc41 the principles 
given above  are to be employed4 ,the   
main thing in memorizing an anecdote is 

to be  able to catch the fundamental    
idea underlying it1 and the epigrammatic
  sentence1 or central phrase which     
forms the point of the story4 ,be  sure 
that you catch these perfectly1 and then
 commit the point to  memory4 ,if       
necessary make a memorandum of the      
point1 until you have  opportunity to   
review the story in your mind4 ,then    
carefully review it  mentally1 letting  
the mental image of the idea pass before
 you in  review1 and then repeating it  
to yourself in your own words4 ,by      
rehearsing and reviewing the story1 you 
make it your own and will be  able to   
relate it afterward just as you would   
something that you had  actually        
experienced4 ,so true is this principle1
 that when carried too  far it endows   
the story with a false sense of         
actuality--who has not  known men who   
told a story so often that they came    
actually to believe  it themselves8 ,do 
not carry the principle to this extreme 
but use it in  moderation4 ,the trouble 

with many men is that they attempt to   
repeat a  tale1 long after they have    
heard it1 without reviewing or          
rehearsing in  the meantime4            
,consequently they omit many important  
points1 because they  have failed to    
impress the story as a whole upon the   
memory4 ,in order to  know an anecdote  
properly1 one should be able to see its 
characters  and incidents1 just as he   
does when he sees an illustrated joke in
 a  comic paper4 ,if you can make a     
mental picture of an anecdote1 you will 
be apt to remember it with ease4 ,the   
noted story tellers review and  rehearse
 their jokes1 and have been known to try
 them on their  unsuspecting friends in 
order to get the benefit of practice    
before  relating them in public--this   
practice has been called by flippant    
people3 trying it on the dog4 ,but it   
has its good points1 and  advantages4   
,it at least saves one the mortification
 of being compelled  to finish up a     
long-drawn out tale by an3 ,er--well1   

um-m-m--,i'm afraid  ,i've forgotten    
just how that story ended--but it was a 
good one6          ,,chapter ,,xx4      
,,general ,,instructions4      ,in this 
chapter we shall call your attention to 
certain of the general  principles      
already mentioned in the preceding      
chapters1 for the purpose  of further   
impressing them upon your mind1 and in  
order that you may be  able to think of 
and to consider them independent of the 
details of the  special phases of       
memory4 ,this chapter may be considered 
in the nature  of a general review of   
certain fundamental principles mentioned
 in the  body of the work4    ,,point   
,i4 ,give to the thing that you wish to 
memorize1 as great a degree  of         
concentrated attention as possible4     
,we have explained the reason for this  
advice in many places in the book4  ,the
 degree of concentrated attention       
bestowed upon the object under          
consideration1 determines the strength1 
clearness and depth of the  impression  

received and stored away in the         
subconsciousness4 ,the  character of    
these stored away impressions determines
 the degree of  ease in remembrance and 
recollection4    ,,point ,,ii4 ,in      
considering an object to be memorized1  
endeavor to obtain  the impressions     
through as many faculties and senses as 
possible4    ,the reason for this advice
 should be apparent to you1 if you have 
carefully read the preceding chapters4  
,an impression received through  both   
sound and sight is doubly as strong as  
one received through but one  of these  
channels4 ,you may remember a name1 or  
word1 either by having  seen it in      
writing or print2 or else by reason of  
having heard it2 but  if you have both  
seen and heard it you have a double     
impression1 and  possess two possible   
ways of reviving the impression4 ,you   
are able to  remember an orange by      
reason of having seen it1 smelt it1 felt
 it and  tasted it1 and having heard its
 name pronounced4 ,endeavor to know a   

thing from as many sense impressions as 
possible--use the eye to assist         
ear-impressions2 and the ear to assist  
in eye-impressions4 ,see the thing  from
 as many angles as possible4    ,,point 
,,iii4 ,sense impressions may be        
strengthened by exercising the          
particular faculty through which the    
weak impressions are received4    ,you  
will find that either your eye memory is
 better than your ear  memory1 or vice  
versa4 ,the remedy lies in exercising   
the weaker faculty1  so as to bring it  
up to the standard of the stronger4 ,the
 chapters of  eye and ear training will 
help you along these lines4 ,the same   
rule  applies to the several phases of  
memory--develop the weak ones1 and the  
strong ones will take care of           
themselves4 ,the only way to develop a  
sense or faculty is to intelligently    
train1 exercise and use it4 ,use1       
exercise and practice will work miracles
 in this direction4    ,,point ,,iv4    
,make your first impression strong and  

firm enough to serve as  a basis for    
subsequent ones4    ,get into the habit 
of fixing a clear1 strong impression of 
a thing to be  considered1 from the     
first4 ,otherwise you are trying to     
build up a large  structure upon a poor 
foundation4 ,each time you revive an    
impression you  deepen it1 but if you   
have only a dim impression to begin     
with1 the  deepened impressions will not
 include details omitted in the first   
one4  ,it is like taking a good sharp   
negative of a picture that you intend to
  enlarge afterward4 ,the details       
lacking in the small picture will not   
appear in the enlargement2 but those    
that do appear in the small one1  will  
be enlarged with the picture4    ,,point
 ,v4 ,revive your impressions frequently
 and thus deepen them4    ,you will know
 more of a picture by seeing it a few   
minutes every day for  a week1 than you 
would by spending several hours before  
it at one time4  ,so it is with the     
memory4 ,by recalling an impression a   

number of times1  you fix it indelibly  
in your mind in such a way that it may  
be readily  found when needed4 ,such    
impressions are like favorite tools     
which you  need every little while--they
 are not apt to be mislaid as are those 
which are but seldom used4 ,use your    
imagination in going over a thing  that 
you wish to remember4 ,if you are       
studying a thing1 you will find  that   
this going over in your imagination will
 help you materially in  disclosing the 
things that you have not remembered     
about it4 ,by thus  recognizing your    
weak points of memory1 you may be able  
to pick up the  missing details when you
 study the object itself the next time4 
,,point ,,vi4 ,use your memory and place
 confidence in it4    ,one of the       
important things in the cultivation of  
the memory is the  actual use of it4    
,begin to trust it a little1 and then   
more1 and then  still more1 and it will 
rise to the occasion4 ,the man who has  
to tie a  string around his finger in   

order to remember certain things1 soon  
begins to cease to use his memory1 and  
in the end forgets to remember  the     
string1 or what it is for4 ,there are   
many details1 of course1 with  which it 
is folly to charge the memory1 but one  
should never allow his  memory to fall  
into disuse4 ,if you are in an          
occupation in which the  work is done by
 mechanical helps1 then you should      
exercise the memory by  learning verses1
 or other things1 in order to keep it in
 active  practice4 ,do not allow your   
memory to atrophy4    ,,point ,,vii4    
,establish as many associations for an  
impression1 as  possible4    ,if you    
have studied the preceding chapters1 you
 will recognize the  value of this      
point4 ,association is memory's method  
of indexing and  cross-indexing4 ,each  
association renders it easier to        
remember or  recollect the thing4 ,each 
association gives you another string to 
your  mental bow4 ,endeavor to associate
 a new bit of knowledge with something  

already known by1 and familiar to you4  
,in this way to avoid the danger  of    
having the thing isolated and alone in  
your mind--without a label1 or  index   
number and name1 connect your object or 
thought to be remembered  with other    
objects or thoughts1 by the association 
of contiguity in  space and time1 and by
 relationship of kind1 resemblance or   
oppositeness4 ,sometimes the latter is  
very useful1 as in the case of the  man 
who said that ,smith reminds me so much 
of ,brown--he's so  different4 ,you will
 often be able to remember a thing by   
remembering  something else that        
happened at the same place1 or about the
 same  time--these things give you the  
loose ends of recollection whereby you  
may unwind the ball of memory4 ,in the  
same way1 one is often able to          
recollect names by slowly running over  
the alphabet1 with a pencil1  until the 
sight of the capital first letter of the
 name brings the  memory of those       
following it--this1 however1 only when  

the name has  previously been memorized 
by sight4 ,in the same way the first few
  notes of a musical selection will     
enable you to remember the whole air2   
or the first words of a sentence1 the   
entire speech or selection  following   
it4 ,in trying to remember a thing which
 has escaped you1 you  will find it     
helpful to think of something associated
 with that thing1  even remotely4 ,a    
little practice will enable you to      
recollect the thing  along the lines of 
the faintest association or clue4 ,some 
men are adept  memory detectives1       
following this plan4 ,the loose end in  
memory is all  the expert requires4 ,any
 associations furnish these loose ends4 
,an  interesting and important fact to  
remember in this connection is that if  
you have some one thing that tends to   
escape your memory1 you may  counteract 
the trouble by noting the associated    
things that have  previously served to  
bring it into mind with you4 ,the       
associated thing  once noted1 may       

thereafter be used as a loose end with  
which to unwind  the elusive fact or    
impression4 ,this idea of association is
 quite  fascinating when you begin to   
employ it in your memory exercises and  
work4 ,and you will find many little    
methods of using it4 ,but always use    
natural association1 and avoid the      
temptation of endeavoring to tie your   
memory up with the red-tape of the      
artificial systems4    ,,point ,,viii4  
,group your impressions4    ,this is but
 a form of association1 but is very     
important4 ,if you can  arrange your    
bits of knowledge and fact into logical 
groups1 you will  always be master of   
your subject4 ,by associating your      
knowledge with  other knowledge along   
the same general lines1 both by         
resemblances and  by opposites1 you will
 be able to find what you need just when
 you need  it4 ,napoleon ,bonaparte had 
a mind trained along these lines4 ,he   
said  that his memory was like a large  
case of small drawers and pigeon-holes1 

in which he filed his information       
according to its kind4 ,in order to do  
this he used the methods mentioned in   
this book of comparing the new  thing   
with the old ones1 and then deciding    
into which group it naturally  fitted4  
,this is largely a matter of practice   
and knack1 but it may be  acquired by a 
little thought and care1 aided by       
practice4 ,and it will  repay one well  
for the trouble in acquiring it4 ,the   
following table will  be found useful in
 classifying objects1 ideas1 facts1     
etc41 so as to  correlate and associate 
them with other facts of a like kind4   
,the table  is to be used in the line of
 questions addressed to oneself         
regarding  the thing under              
consideration4 ,it somewhat resembles   
the table of  questions given in        
,chapter ,,xvii1 of this book1 but has  
the advantage of  brevity4 ,memorize    
this table and use it4 ,you will be     
delighted at the  results1 after you    
have caught the knack of applying it4   

,,query ,,table4 ,ask yourself the      
following questions regarding the thing 
under consideration4 ,it will draw out  
many bits of information and  associated
 knowledge in your mind3      7#a7      
,,what8    7#b7 ,,whence8    7#c7       
,,where8    7#d7 ,,when8    7#e7 ,,how8 
7#f7 ,,why8    7#g7 ,,whither8    ,while
 the above ,seven ,queries are given you
 as a means of acquiring  clear         
impressions and associations1 they will 
also serve as a ,magic ,key  to         
,knowledge1 if you use them             
intelligently4 ,if you can answer these 
questions regarding anything1 you will  
know a great deal about that  particular
 thing4 ,and after you have answered    
them fully1 there will be  but little   
unexpressed knowledge regarding that    
thing left in your  memory4 ,try them on
 some one thing--you cannot understand  
them  otherwise1 unless you have a very 
good imagination4                99     
99      99      99      99              
,transcriber's note3    ,obvious        

typographical errors and printer errors 
have been corrected  without comment4   
,other than obvious errors1 the         
spelling1 grammar1  and use of          
punctuation are preserved as they appear
 in the original  publication4          
,inconsistencies in spelling which      
remain unchanged include3        rutte_/
 ruttes and ruttee_/ ruttees    ,in     
addition to obvious errors1 the         
following changes were made3      #a4   
,page #ae3 changed it to is in the      
phrase1 444 first thing to do       is  
to find4444      #b4 ,page #adj3 changed
 it to is in the phrase1 444 is to      
visualize4444      #c4 ,on page #ge     
there was no closing quote mark to match
 the opening       quote at the phrase1 
,as ,priestly says3 ,in a poem1444 ,a   
closing       quote mark was added at   
the end of this sentence4