,,miller',s ,,mind ,,training for ,,children ,a ,practical ,training for ,successful ,living ,educational ,games ,that ,train the ,senses ,,william ,e4 ,,miller ,,author ,,and ,,publisher ,alhambra1 ,california4 ,,by ,,william ,e4 ,,miller ,,alhambra1 ,,california ,,author ,,of ,the ,natural ,method of ,memory ,training ,,copyright #aibj ,,copyright #aiba ,,william ,e4 ,,miller ,,all ,,rights ,,reserved ,,including ,,foreign ,,copyrights ,,contents--,,book ,,two ,page ,training the ,memory #g ,the ,strongest ,sense ,is ,sight #aj ,visual ,impressions ,most ,accurate #ab ,nature's ,special ,memory ,endowment #ab ,a ,memory ,picture #ab ,the ,visual ,impression ,strengthened #ac ,exaggeration #ad ,motion #af ,unusual ,associations #ag ,value of ,improved ,imagination #ah ,first ,picture ,association #ai ,two ,mental ,operations #bc ,reversing the ,process #be ,sharpening the ,tools #bg ,list for ,memory ,exercise #cj ,to ,develop ,definite ,pictures #ca ,the ,law of ,association #cb ,reminder ,pictures #cd ,forming a ,health ,habit #ce ,beware of ,procrastination #ci ,attention and ,memory #dj ,the ,child's ,code ,list #da ,the ,game of ,code #db ,remembering ,errands #dd ,errands for ,practice #dg ,important ,points to ,be ,followed #dh ,value of ,forgetting #ej ,alphabetical ,hitching ,posts #ej ,filing ,abstract ,ideas #ea ,thinking by ,pictures #ec ,uses of ,hitching ,posts #ed ,speaking ,without ,notes #ee ,the ,mind's ,eye and the ,story #ef ,the ,game of ,story ,telling #eg ,two ,results of ,visualization #eg ,learning ,poetry and ,prose #eh ,exercises for ,practice #ei-fj ,to ,preserve ,early ,memories #fa ,how to ,remember ,figures #fc ,the ,number ,code #ff ,forming ,number ,words #fi ,number ,value of ,code ,words #gd ,the ,game of ,number ,code #gf ,the ,number ,game #gh ,the ,game of ,solitaire #gh ,code ,words and ,number ,values #hj ,all ,hitching ,posts ,numbered #ha ,forming ,larger ,number ,words #hb ,adjective as ,helps #he ,telephone ,numbers #hf ,remembering ,addresses #hh ,remembering ,fractions #hh ,the ,game of ,memory ,demonstration #hi ,remembering ,people's ,names #ib ,the ,name of ,pictures #ie ,association ,next ,important ,step #if ,to ,remember ,mr4 ,king #ig ,associating ,name and ,face ,pictures #ih ,thought ,channels #aaa ,review ,is ,essential #aab ,methodical ,review ,best #aac ,a ,review ,test #aad ,good ,observation ,necessary #aae ,systematic ,observation of ,faces #aaf ,the ,game of ,faces #aah ,the ,name ,game #abj ,the ,game for ,quick ,naming #abj ,the ,game of ,introductions #aba ,suggestions to ,travelers #abb ,remembering the ,initials #abc ,the ,price ,must ,be ,paid #abe ,,training ,,the ,,memory ,the memory is the most used of all the faculties1 therefore it is very important that it should have special attention and training4 ,almost every exercise in the ,first ,book1 while developing the other faculties1 used the memory in some manner4 ,it is necessary for the success of most mental operations4 ,memory influences thought1 and contributes to character development4 ,a good memory is the greatest aid to the student at any age4 ,lack of knowledge of how to use and improve the memory has been a great handicap in the life of most of us4 ,it is no longer necessary for your children to be continuously dependent upon the operation of the memory1 without knowing how to properly use it4 ,from this book you will get a practical understanding of how to develop this faculty for them4 ,the young child has little conception of the importance of ,memory4 ,do not use your time trying to impress the value of memory upon him1 but rather in helping him to do the things which will result in the development of this faculty4 ,by training the child's memory you can endow him with the knowledge and capacity which will be an ever increasing source of profit1 and for which he will never cease to thank you4 ,to start your children in life with a trained and dependable memory is a greater endowment than a perfunctory education or even a fortune4 ,this is not only your privilege but your duty4 ,the decision to do so must be yours4 ,at first the principal effort and persistence must come from you4 ,follow carefully the instructions of this book and you will have no difficulty in accomplishing this desirable result4 ,first read the entire book1 then apply the ideas and exercises according to the age of the child4 ,let the children advance as rapidly as they can master the work4 ,do not over urge them1 or make the work tedious4 ,above all1 see that the children understand the principles and apply them to all of their activities4 ,memory is largely a habit4 ,see to it that your children acquire this habit early4 ,let your effort be continuous and not spasmodic4 ,ten minutes a day is far better than an hour once a week4 ,memory ,most ,valuable ,faculty ,the development resulting from use of the games and exercises of the first book has already influenced the memory faculty of the child4 ,the faculties of visualization1 observation1 attention and concentration1 all contribute to the proper operation of this faculty4 ,they are the tools with which the desired result can be accomplished4 ,it is of greatest importance that these tools be sharpened and tempered by use of the exercises given in ,book ,one4 ,it is now important that you know and understand the principles and methods of memory operation4 ,study this book with your children1 if they are old enough to understand it4 ,for smaller children follow the plan of making the instructions into stories1 and the exercises into games4 ,encourage the children in making the effort necessary for improvement and to expect a great deal of themselves4 ,the story of the success of great leaders of present day business and industrial life reveals the fact that they had an unusually retentive memory4 ,that their minds were great storehouses of facts and figures regarding their business4 ,others who had worked along with them for years1 but were not able to absorb and retain the knowledge1 could not progress as fast or as far4 ,all have the natural endowment of a good1 dependable memory and all have the faculties1 which1 if properly trained1 will result in conscious ability to use the memory for all the needs of successful living4 ,your memory is your ability to make an impression upon your brain which you can recall at will4 ,this involves two mental processes2 first1 the making of an impression upon the brain2 second1 the ability to recall it at will4 ,the problem of memory is to know how to accomplish these two things and to be able to produce the result easily and quickly4 ,five groups of nerves connect the brain with the outside world1 these are the five senses4 ,they are the avenues of approach over which all impressions or sensations are conducted to the brain4 ,the ease with which any impression can be recalled will depend1--first1 upon how strongly it is made4 ,your senses are unequal in their ability to impress the brain4 ,some make stronger impressions than others1 not so much because of the thing to be impressed1 but because of the natural unequal strength of the groups of nerves4 ,all experience or knowledge that makes a strong1 definite impression is more easily recalled than in those cases where the impression is less distinct4 ,nature has endowed one of the senses with a peculiar ability to make impressions upon the brain which are many times stronger than those made by any of the others4 ,to learn to properly use this one sense is the greatest aid to memory improvement4 ,the ,strongest ,sense ,is ,sight ,the nerves connecting the eye with the brain are many times larger than the nerves of any of the other sense organs and can make an impression which is many times stronger than the impression made by any of the others4 ,without your conscious knowledge this fact has been operating all your life4 ,the things which you have seen are the things which you have most easily remembered4 ,for this reason the memory of your youth consists principally of things which you saw1 or impressions made upon your brain by the use of your eye4 ,prove this fact2 recall some of your earliest recollections2 how did your brain accept these impressions8 ,was it through feeling1 hearing1 or through seeing8 ,it is an eye impression and is recalled in your mind as a picture4 ,you will find that most of the past which you can remember is based upon the visual impression4 ,the poet says1 ,how dear to my heart are the scenes of my childhood4 ,the scenes of childhood are the memory of childhood4 ,travel is the greatest of educators4 ,why8 ,one reason is because you are gathering a group of eye impressions which are the most lasting4 ,one psychologist defines memory1 as the act of recalling the picture of a past experience4 ,the fact that the visual memory is most lasting has been known for generations1 but we have failed to take proper advantage of the fact4 ,in making a comparison of the eye and ear impressions upon the brain ,robert ,mudie wrote in #ahcb3 ,that which is told us we may forget because of the weakness of the impressions made1 but that which we see with our own eye is proof against accident1 against time and forgetfulness4 ,visual ,impressions ,most ,accurate ,besides being the strongest of all the senses1 sight is the most accurate4 ,psychological tests have shown the eye to be mistaken only eighteen per cent of the time1 and the ear1 which is the second sense in strength1 is mistaken thirty-four per cent4 ,note that your sense of sight is especially endowed with the power to make the strongest1 and at the same time1 the most accurate impression upon your brain4 ,the first step in memory improvement is to learn the proper use of this sense in impressing upon the brain those things which you wish to recall4 ,for the purposes of memory1 to see a thing once is equal to having repeated it eighteen or twenty times4 ,nature's ,special ,memory ,endowment ,we have a secondary or additional faculty which we call the mind's eye4 ,you can close your eyes and see many familiar scenes or you can combine parts of these into new pictures that have never existed in fact4 ,this process of visualization produces the strongest impression upon the brain that you are able to make4 ,the greatest step in the improvement of the memory is reached when the child realizes the value of this visual impression and is conscious of just how to use it4 ,a ,memory ,picture ,become familiar with the mind's eye picture and realize its value in memory1 then follow the exercises given here until you are able to use it correctly for memory purposes4 ,for practice visualize a ,house1 use one that is familiar to you1 see it as clearly as possible4 ,build a clear1 definite picture as an artist would1 first the outline1 then add the detail1 see the slope of the roof1 the chimney1 the gables1 then see the shingles and the cracks between them1 the bricks in the chimney and the plaster veins between4 ,the more distinctly you can see this object1 the stronger the impression upon the brain--the longer it will last and the easier it will be to recall it4 ,the use of the exercises on ,visualization in ,book ,one will make it possible for you to build at once a clear picture of the ,house4 ,if you have any difficulty in doing this1 follow the instructions for drawing the outline and other suggestions given for the development of the faculty of visualization as they are found in the first book4 ,the ,visual ,impression ,strengthened ,to remember you must be able to make an impression upon the brain which you can recall at will4 ,this simple impression of the ,house may not be recalled as easily as you wish1 but there are three simple and natural operations of the mind by the use of which you can strengthen this impression to any degree necessary4 ,by their use you can learn to make an impression that is strong enough to be recalled at will4 ,the ,first ,aid--,exaggeration ,illustration ,a large object makes a stronger impression upon your mind than a small one1 a twenty-story building attracts your attention and impresses you more than a two-story one4 ,things which you see exaggerated out of their normal proportions make an unusually strong picture upon your brain4 ,the ,house1 which you have seen standing in the yard is small2 if you wish to increase the strength of the impression1 exaggerate the size of the house and see it as large as a ten-story building4 ,the only limit to the size to which you can exaggerate the object is the limitation of your imagination4 ,you can in this way strengthen the picture until the impression is strong enough to be recalled when needed4 ,others ,make ,you ,remember ,this idea of exaggeration is not new or unusual4 ,there are two professions whose business it is to make us remember and they use this principle in doing it4 ,they are the advertiser and the cartoonist4 ,you have seen this same exaggeration of proportion in nearly every cartoon1 but you think nothing of it4 ,the cartoonist1 however1 knows that he can make a stronger impression upon your mind by its use4 ,you remember the cartoon longer and recall it more easily than most anything you read4 ,one of the largest advertising companies of the country makes the statement1 ,a picture is worth a thousand words when it comes to making the public remember4 ,some of the most successful advertising campaigns have been largely confined to pictures4 ,almost without exception pictures drawn for advertising purposes take advantage of this principle and strongly exaggerate the proportions4 ,you have seen this in the pictures used by the ,goodyear ,tire ,company1 the ,bell ,telephone ,company1 and many others4 ,it is illustrated in the picture given here4 ,illustration ,the ,second ,aid--,motion ,you often pass a thing that is motionless without notice1 but if it moves it attracts your attention4 ,while walking down the city street you pay little attention to the show windows1 but if there is something moving in one you will stop to notice it4 ,the sidewalk will even be blocked by the simple motion of some thing in the display4 ,this is the use of motion to impel your attention4 ,if you are in a crowd and see a friend whose attention you wish to attract1 you wave your hand or handkerchief4 ,children like to see the wheels go 'round1 and we never lose the fascination which motion has for us4 ,a person lacking in the power of concentration will fix his closest attention upon the moving picture or object4 ,just as the motion picture is more attractive than the old style stereopticon1 so motion introduced into the visual pictures for memory purposes will increase the impression upon the brain and increase your ability to recall it4 ,illustration ,to still further strengthen the impression of the ,house1 see it in motion instead of standing still4 ,see it on wheels moving down the street or blown from the foundation by a strong wind4 ,the farther you see the object move1 or the more rapid the motion1 the stronger the impression4 ,third ,aid--,unusual ,associations ,illustration ,when you go home in the evening the first thing mentioned is the unusual happening of the day4 ,those things which have been most out of the ordinary are the first mentioned in your conversation4 ,if some very unusual circumstance has thrust itself upon those at home1 they will rush out to meet you1 to tell you perhaps that ,the cat devoured the canary4 ,all unusual circumstances impress the mind in such a manner that they are very easily recalled4 ,to see the ,house balanced on one corner instead of in its usual position upon the foundation1 will strengthen the impression of the picture already made4 ,take advantage of this natural fact and when you wish to remember make the picture an unusual one1 even make it grotesque or ludicrous4 ,there is no limit to the degree in which you can use these three natural mental operations4 ,your exaggeration of a pin can make it appear the size of a pencil or a telephone pole1 or as tall as a twenty-story building4 ,you can see it move a foot or two or swinging in a pendulum-like rhythm or dancing upon a hill4 ,thus the use of these three principles makes it possible for you to place upon your brain an impression of whatever strength you choose4 ,if the first one is not recalled readily you know how to make a stronger one4 ,simply exaggerate the size1 move it farther or more rapidly and in a more unusual or ludicrous manner4 ,value of ,improved ,imagination ,the unusualness of this picture is dependent upon your imagination4 ,this idea of picture making for memory purposes is two-fold in its value4 ,it results in a better memory and strengthens the productive imagination4 ,the exercises in ,book ,one will help you to use your imagination for these memory pictures1 and making them is one of the best exercises for the development of the imagination4 ,practice ,makes ,perfect ,you now know how to make a strong impression upon your brain4 ,this has proven to be the most valuable aid to a better memory4 ,thousands of successful men have learned to use it practically in their work4 ,it is the greatest aid to students in assimilating and recalling their studies4 ,you have the knowledge1 but to be of value you must practice with it sufficiently to prove its usefulness and to learn to apply it accurately4 ,this practice can be gained in a variety of ways2 the essential thing is that you train yourself to make strong visual impressions upon your brain1 to see the pictures clearly and to know that you are recalling them accurately4 ,for practice let us use a list of common objects4 ,in order to recall a list of objects or a series of any kind1 instead of making separate pictures of the objects1 combine two in each impression4 ,if you will follow the method used in making the following ,memory ,pictures you will find that it will enable you to recall the objects at will4 ,we will use a list of objects that have no natural associations1 that you could not easily remember by any other method1 yet when you use this visual process the matter is a simple one4 ,first ,picture ,association ,the first word of the list will be the ,house1 the second ,clock4 ,we have already made a strong visual impression of the ,house1 by seeing it in an ,exaggerated1 ,moving1 ,unusual picture4 ,we could make as strong an impression of the ,clock in the same way1 but to be able to recall the word following ,house1 we must see the two objects together in the same picture4 ,to see a large ,clock standing alongside of the ,house1 will make a strong impression4 ,a stronger one may be made by exaggerating the size and proportion of the two objects4 ,to further strengthen it you can use unusual motion1 such as balancing a huge ,clock on the edge of the ,house4 ,now introduce motion1 see the ,clock topple and roll down the roof and fall to the ground4 ,to get the full value of this impression upon your brain1 close your book and see the picture in your mind's eye4 ,if it does not seem distinct close your eyes1 or take a pencil and try to draw the picture4 ,this will help you to see it more clearly4 ,see the ,clock rolling down the roof1 see it fall to the ground1 make it seem real and as distinct as possible4 ,add ,flowers to the ,list ,to do this make a large moving picture of ,clock and ,flowers4 ,see the ,clock decorated with flowers and large bunches tied to the end of each of the hands4 ,see them going around4 ,add the colors1 make all the detail bright1 and become interested in the picture4 ,fix your attention on it as you have learned to do in the first book4 ,note the changes4 ,illustration ,in each of these pictures there are two objects1 never more and never less4 ,do not see the ,house in this second picture4 ,always drop the first object when adding a new one4 ,memory ,pictures ,should ,always ,contain ,two ,objects4 ,flowers and ,circus ,continue the list by adding the word ,circus4 ,picture the new word with the last one which was ,flowers4 ,let your imagination see the ,flowers playing in the circus tent1 see them riding the horses1 or have the performers all dressed in flowers2 any picture clearly visualized and concentrated upon for a moment will produce the desired result4 ,the length of time that an impression will last1 depends first1 upon the vividness of your picture4 ,circus and ,soldier ,add this new word by exaggerated motion picture of the ,circus and the ,soldier4 ,make your own picture1 see that it is definite and let the mind dwell upon it for a moment4 ,soldier and ,church ,proceed in the same way as before1 but do not go on with the list until you have visualized the picture clearly4 ,a dim picture will not last long and will be recalled with difficulty1 if at all4 ,church and ,rocks ,not stones1 but great1 rough1 rugged rocks piled high4 ,see them clearly1 let them fall on the ,church and damage it4 ,when recalling your pictures you will need to be sure of the object and to recall the exact word4 ,the ability to do this will depend upon the vividness and definiteness of the picture as you see it the first time4 ,rocks and ,auto ,here is an opportunity to imagine and picture an auto accident4 ,make your own picture and photograph it upon your mind4 ,proceed with a few more pictures1 making each clear and definite and do not yet attempt to recall them2 just visualize each two objects in turn4 ,auto and ,shoes ,shoes and ,dishes ,see each two objects in a separate ,memory ,picture4 ,now review the list beginning with ,house and ,clock1 ,clock and ,flowers1 etc4 ,let one picture suggest the next in which one object of the preceding picture always appears4 ,repeat the list slowly1 recalling the two objects in each picture4 ,do this without looking at the list2 there are ten separate objects you can check by keeping count4 ,house and ,clock4 ,clock and ,flowers4 ,flowers and ,circus4 ,circus and ,soldier4 ,soldier and ,church4 ,church and ,rocks4 ,rocks and ,auto4 ,auto and ,shoes4 ,shoes and ,dishes4 ,review the ten pictures until they can be recalled without difficulty1 and until all are clear and distinct4 ,each time you review1 see the same picture as originally made1 do not change it1 except to add more ,exaggeration1 ,motion or ,detail each time and make it more distinct and definite4 ,you will have experienced the fact1 that in each case where you made and visualized a good picture you remembered the words without difficulty4 ,where the picture is not strong you have trouble in recalling the word4 ,any picture that can not be recalled easily can be made to do so by adding more of the three elements1 ,exaggeration1 ,motion and the ,unusual4 ,take the poorest picture1 the one most difficult to recall1 exaggerate the size of the objects1 or make them move farther or faster1 stand them on their heads or do any thing unusual and see how much easier you can recall it the next time4 ,two ,mental ,operations ,there are two distinct operations in this method4 ,first the ,imagination takes the two objects and determines how they shall be arranged2 what they shall do2 or how they are to look in the picture4 ,second1 the mind's eye photographs the picture so arranged by the imagination4 ,the impression is made upon the brain when the picture is photographed4 ,you may decide upon a good combination of the objects1 but if you do not ,,see the picture you will not remember4 ,the impression is made upon the brain when the mind's eye actually sees the picture which your ,imagination has constructed4 ,just as the photographer first arranges his group in the manner that he thinks will make the best effect1 then presses the bulb and exposes the plate4 ,if he only arranged the group and did not expose the plate he would have no picture1 and so1 if you imagine the picture and do not ,,see it1 you will have poor memory4 ,add to ,your ,list ,in the same way form pictures of the following objects4 ,use your own imagination to bring the objects together into motion pictures4 ,in adding to your list1 always begin with the last object and revisualize it with the new object4 ,thus you will link all together in an endless chain4 ,make memory pictures of the following3 ,dishes and ,wagon ,pile the dishes high upon the wagon and see them rattle off and break as the wagon moves4 ,be a cartoonist1 make unusual pictures4 ,wagon and ,table ,make your own picture1 and fix your attention upon it for a moment by seeing the details4 ,what kind of a wagon is it8 ,what color8 ,how drawn8 ,table and ,carpet ,see the color and pattern in the carpet4 ,carpet and ,fence ,fence and ,bread ,it will be easier for some to make the ,memory ,pictures into a story1 that is to see the ,dishes thrown at the ,wagon and fall off onto the ,table where they are put into a ,carpet and hung up on a ,fence1 which has a loaf of ,bread on the top of a high picket4 ,this story can continue indefinitely1 as long as your imagination adds to it4 ,there is a danger1 however1 in this kind of a picture2 it is in the tendency to see more than two objects in each picture4 ,the idea may be continuous1 the picture must never be4 ,it may be a continuous idea connecting separate and distinct pictures but you must be sure to drop the first object before you add the new one1 so that there are but two objects in each4 ,continue picturing these words in pairs as you did before1 using the story idea if it seems easier4 ,bread and ,walk4 ,walk and ,lamp4 ,lamp and ,school4 ,school and ,stove4 ,stove and ,piano4 ,now1 go back to ,dishes and review the pictures1 naming both objects in each picture4 ,can you see each clearly8 ,if not1 strengthen the picture1 put in more motion1 or make it more unusual4 ,without the aid of the list go back to the ,house and recall the entire series from ,house to ,piano4 ,after you have succeeded in this1 try to see the series of pictures and speak them as a list1 thus1 ,house--,clock--,flowers--,circus--,sold ier1 etc4 ,do this a couple of times until it can be done without hesitation4 ,you ,can ,reverse the ,process ,test the availability of these visual impressions that you have made by starting with the picture of the ,piano and follow each picture carefully back to the ,house4 ,thus1 ,piano--,stove--,school--,lamp--etc4 ,you now have a series of twenty unassociated words so impressed upon your mind that you can say them forward or backward4 ,you can as easily begin in the middle and go either way1 or you can think of any word at random and tell which word precedes it or follows it in the list4 ,strong visual impressions properly associated can be recalled at will4 ,it has taken some time to make and photograph these pictures1 practice will soon make the process so easy and natural that the same result can be accomplished in a few seconds4 ,it is not unusual for children1 after a little practice1 to take a list of twenty words and visualize them in one careful reading1 so that they can recall them in any order desired4 ,practice will do the same for all regardless of how difficult they may find the idea at first4 ,all have the faculties1 awaken them and make them serve4 ,the important thing is not that the child has easily learned a list of words which he can repeat forward or backward1 but the fact that he has experienced the memory value of a definite mental operation4 ,the learning of the list is merely the exercise through which the process of visualization is applied to the memory4 ,the child may possess the knowledge1 but practice is the only way to make it most useful4 ,this same kind of exercise should be continued and will later lead to many practical applications4 ,three ,steps ,necessary ,all educational progress has three steps1 ,to ,know2 ,to ,do2 ,to ,be4 ,what a child becomes as he grows to manhood depends upon what he ,,does1 with what he ,,knows4 ,knowing is the first essential1 but without the doing there is little result4 ,the purpose of this book is memory development4 ,the improvement of the memory will depend upon what the child does with the knowledge he receives4 ,sharpen the ,tools ,your experience has proven that poor1 weak impressions are recalled slowly and with difficulty4 ,at the same time when you succeed in recalling a poorly made impression it is indistinct1 it lacks that clear definiteness which brings assurance and confidence4 ,to overcome this you need to sharpen the tools with which the impressions are made upon the brain4 ,you cannot expect the best results from untrained senses any more than a carpenter can expect to do a fine quality of work with dull tools4 ,the senses can be sharpened and improved as you have seen in the ,first ,book1 but practice is the whetstone and every stroke will produce its proportionate result2 without it you can not expect to become proficient in anything4 ,the methods by which the senses can be trained are suggested in the ,first ,book1 and if they have been overlooked1 or slighted1 you can now see the importance of paying proper attention to them4 ,practice is the motive power which can propel you along the road of progress toward the goal of perfection4 ,continue the ,memory ,pictures ,in the same manner in which you learned the first twenty words fix the following in mind4 ,begin with the last object of the previous list1 ,piano and add the next one1 ,spoon4 ,now1 add to ,spoon1 ,road4 ,see a ,spoon with arms and legs running down the ,road4 ,make a real cartoon of it4 ,continue to picture the words in pairs1 always dropping the first when adding a new one4 ,now take ,road and ,picture2 ,picture and ,desk2 ,desk and ,window2 ,window and ,apple2 ,apple and ,book2 ,book and ,door2 ,door and ,river4 ,stop a moment and review these ,memory ,pictures1 first in pairs as ,piano and ,spoon2 then as a list4 ,now go over the list backwards4 ,add more words and be sure you stop each time to see a clear1 definite picture4 ,you must fix your attention upon it for a moment1 use motion1 exaggeration and the unusual4 ,picture ,river and ,dress2 ,dress and ,hammer2 ,hammer and ,ball2 ,ball and ,train2 ,train and ,gun2 ,gun and ,moon2 ,moon and ,curtain2 ,curtain and ,pepper2 ,pepper and ,bed2 ,bed and ,scissors4 ,review the series as before1 those pictures which come slowly should be improved4 ,with the book closed1 start with ,house and repeat the entire list4 ,see each picture clearly before you speak the word1 even though you may feel sure what the following word is1 see the picture first1 this will insure accuracy4 ,then begin with ,scissors and go through the series of pictures backwards working your way1 picture by picture1 back to ,house4 ,take time to be accurate1 do not try to go rapidly at first4 ,see each picture and try to see it more clearly1 adding all the detail you can4 ,mental exercise is necessary to development4 ,see that you perform this one often and accurately4 ,have ,learned ,forty ,words ,when the child can say the list he has learned a series of forty words which he can repeat forward and backward4 ,these words are unassociated and would be difficult to learn by the old cumbersome method of repetition4 ,yet the feat is accomplished easily by the application of these simple and natural principles4 ,be ,gratified ,but ,not ,satisfied ,do not be satisfied that these simple facts1 and the use which has been made of them1 has proven resultful4 ,ideas are only of value because of the profit which comes from their continued use4 ,prove their worth to your utter satisfaction and then by continuous effort make them a part of the mental makeup4 ,become thoroughly familiar with these principles and see that the child knows just how to proceed in the use of them4 ,remember it is the visual faculty you are cultivating for great future usefulness1 not merely learning a list of words4 ,review these pictures many times1 use the same ones1 do not make new ones4 ,avoid the mistake of seeing only one object at a time2 always see two1 as the ,house and the ,clock1 the ,clock and the ,flowers4 ,this causes one picture to recall the next1 because the object appears in two pictures1 or is associated with two objects4 ,one by natural mental operations recalls the other4 ,for further practice and development add to the list of forty words now learned1 some of those following1 or make a list of your own4 ,any words will do1 picture them two and two and review them after you have added ten or so4 ,list for ,memory ,exercise ,house ,spoon ,fire ,brush ,pail ,clock ,road ,hose ,salt ,ice ,flowers ,pencil ,box ,paper ,sugar ,circus ,picture ,bridge ,button ,porch ,soldier ,window ,bell ,tooth ,log ,church ,apple ,grass ,sack ,pump ,rocks ,book ,soap ,letter ,rope ,auto ,door ,boat ,ring ,barrel ,shoes ,river ,towel ,pipe ,corn ,dishes ,dress ,pins ,street ,board ,wagon ,hammer ,cannon ,spool ,spoon ,table ,ball ,ladder ,penny ,shovel ,carpet ,train ,cotton ,comb ,leaf ,fence ,gun ,bicycle ,umbrella ,shell ,bread ,moon ,ribbon ,chimney ,bank ,walk ,curtain ,coat ,swing ,hat ,lamp ,pepper ,hair ,sled ,cow ,school ,bed ,stove ,rake ,bat ,store ,scissors ,bottle ,fish ,tree ,piano ,chair ,pie ,nail ,string ,to ,develop ,definite ,pictures ,some persons have difficulty in making their pictures definite enough to avoid confusion between objects of similar shape4 ,overcome this difficulty by teaching the child a few lists of objects somewhat similar in shape4 ,this will require making clear and definite pictures4 ,the exercise following is a good one for this purpose4 ,visualize the following list and see to it that the pictures are definite1 so that they can be recalled in proper sequence1 either forward or backward4 ,exercise for definite ,visualization ,papa ,girl ,grandpa ,grandma ,boy ,uncle ,sister ,brother ,woman ,mama ,man ,animal ,lists ,the same kind of practice can be gotten by the use of lists of animals1 and at the same time another result may be attained4 ,the child must learn just what the animal looks like before he can picture it4 ,in learning these animal lists use the dictionary or encyclopedia1 or better still1 good books on natural history1 and show the child the picture of each animal with which he is not familiar4 ,teach him all that you can regarding each of these different animals4 ,he will then be able to picture them clearly and retain and recall them without difficulty4 ,memory ,exercise ,dog ,wolf ,mule ,lamb ,lion ,camel ,giraffe ,bear ,alligator ,sheep ,cat ,pony ,deer ,tiger ,colt ,memory ,exercise ,rabbit ,beaver ,frog ,muskrat ,badger ,mouse ,mink ,mole ,chipmunk ,skunk ,squirrel ,rat ,fox ,coyote ,possum ,the ,law of ,association ,the first requirement of memory is to make a strong impression upon the brain1 and this we have seen is accomplished by visualization4 ,we concentrate the strongest of our senses upon the thing we wish to remember and thus make the strongest impression4 ,the second necessary step is the ability to recall the impression at will4 ,this is equally important in memory and is made possible by the ,law of ,association4 ,prof4 ,kay states that1 ,association is the means by which what is in the memory is recalled and brought again before consciousness4 ,things which are impressed upon the mind1 or which are active in the mind at the same time1 will return together1 one will suggest or recall the other4 ,a voice1 a sound1 a sight will often recall a long train of events4 ,one event will recall another that took place at the same time1 or in the same place1 or one similar in detail4 ,these associations are easily formed though you may be unconscious of the fact at the time4 ,when one of the associated facts is in your mind it becomes the means by which the other is brought again into your consciousness4 ,the visual picture is the strongest impression that can be made upon the brain1 but to be able to recall a new impression at will1 it should be linked or associated with some already familiar picture which is easily recalled1 and this will bring the associated impression with it4 ,in the visual exercise in which a list of words was learned1 beginning with ,house1 this principle was used4 ,the strong impression was made upon the brain by seeing the ,house4 ,you also made a strong impression of the ,clock1 by seeing it1 but in order to remember that the word ,clock follows the word ,house the two were associated together by seeing them in the same picture4 ,this is an example of two things impressed upon the mind at the same time4 ,when you see the ,house it brings the ,clock into mind4 ,if you wish to recall what word follows ,house see the ,house1 and the picture association will supply the second object4 ,the use of this ,law of ,association made it possible for you to recall the list of objects4 ,to be easily available the objects must be linked together as strongly as possible1 and this is accomplished by the associated picture4 ,association is one of the fundamental laws of mental activity1 the use of which is absolutely essential to memory operation4 ,in the pages following you will notice the application of this same principle1 always using the visual method because of its unusual strength and accuracy4 ,much has been written on the subject and some memory courses dwell on it at great length4 ,there are just two essentials to be always kept in mind3 ,first1 to be able to recall the new fact at will it must be impressed upon the mind in association with some familiar knowledge that will be easily recalled4 ,second1 the visual picture is the strongest association1 therefore the most lasting and easily remembered and at the same time it can be used for all needs4 ,this law of association must be used continuously1 without it there can be no accumulation of knowledge or memory4 ,its operation is simple and need not be in the least confusing4 ,reminder ,pictures ,a simple use of the visual memory is to make a picture of the thing which you wish to do1 in the place where you wish to be reminded of doing it1 called ,reminder ,pictures4 ,this principle can be applied to errands and to very important ideas4 ,seeing the thing you wish to do will form the strongest possible impression4 ,by seeing this picture in the place where you wish to be reminded of it1 you have associated it in your mind in connection with the thing which is to be used to bring it again into your consciousness4 ,the latter half of the picture--the place in which you wish to be reminded of it--must be familiar1 at the same time a place or object which is going to be physically visible at the time you want to be reminded of doing the errand4 ,this principle can most easily be understood by the use of illustrations which are actual examples of how others have used the idea4 ,forming a ,health ,habit ,illustration ,believing in the value of a glass of water taken before meals one person made a picture of a large glass of water covering a greater part of the dining table1 and when coming to the table he saw himself spill the glass of water4 ,it is essential to have two objects in the picture--one1 the thing you wish to be reminded of doing2 and the other1 a familiar scene which you are going to see at the time4 ,in this case1 when the person sees the table1 which is half of the picture1 it brings back into consciousness the large glass of water4 ,this reminds him of drinking the water before sitting down to the meal4 ,illustration ,a lady had been forgetting to get a certain rug which had been put away in a dark closet1 and which she feared might be injured by the moths if it was not taken out and used4 ,as is often the case in such circumstances1 she thought of this rug many times1 but always when it was inconvenient to get it4 ,she made a picture of the door of the closet in which the rug was stored and also of herself passing this door2 the door flew open and the rug jumped out into the hall at her feet4 ,later1 when she was passing1 seeing the closet door it reminded her of the rug and she stopped1 opened the door1 took out the rug and thus attended to the matter which she had been forgetting4 ,a business man had been forgetting to telephone an associate4 ,he made a picture of the desk in his office1 and when he rolled up the top of the desk the friend jumped out and scared him4 ,this picture was made in the library of his home in the evening4 ,next morning when he saw the desk the rest of the picture came back to his mind and he took up the telephone and attended to the matter4 ,these pictures may include more than one object1 or even more than one errand4 ,what the average memory needs is a hint to start it on the right track4 ,a husband had been asked1 when leaving the house1 to order some groceries before going to the train to meet some friends4 ,he made a picture1 of his car standing where it would be when he was ready to leave the office1 and over the whole car he spread a large beefsteak1 on one end of the steak he saw a bag of sugar1 on the other end he saw a bag of coffee1 then he broke an egg over the whole1 for these were the things which he was to order4 ,when he came from his office1 seeing the car1 a part of the picture1 it reminded him of the groceries1 and he easily remembered the things wanted4 ,pictures which are exaggerated1 have strong motion1 and are unusual or even startling1 are best for this reminder idea4 ,the pictures must be seen clearly in the mind's eye1 and the part of the picture1 which is used as the reminder1 must be something which you will see clearly at the time you wish to do the thing4 ,the illustrations given are from the actual experiences of busy men who are using this idea in their daily life4 ,this application of the visual memory can become invaluable to the child4 ,in cases where the desired result has not been procured the difficulty1 almost invariably1 is a lack of vividness in seeing the place1 person1 or thing which is to act as the reminder4 ,it must be familiar1 definite1 and clearly visualized4 ,practice will improve the results4 ,make an effort to see detailed and distinct objects in your pictures and use the strengthening elements4 ,here are a few additional examples of how children have used this idea4 ,it works4 ,a child was sent to the grocery store for four items1 and instead of carrying a list he made a picture of the counter in the store as his reminder4 ,the items to be purchased were a sack of ,salt1 a bottle of ,vinegar1 some ,fly ,paper1 and ,potatoes4 ,he pictured the ,fly ,paper sticking on the edge of the counter and on it balanced the sack of ,salt and the bottle of ,vinegar1 then he saw himself throwing the ,potatoes at them4 ,a picture of this kind will enable the child to remember a few items without difficulty4 ,the ,hitching ,post idea which follows soon will be more accurate and enable him to extend the list to any length4 ,a boy1 who often went away to school without bringing in his wood1 made a picture of himself running out of the door to school1 when slipping off the porch he sailed through the air and landed on the wood pile4 ,the next morning1 when he went out of the door and across the porch1 his picture flashed into his mind and he stopped and brought in some wood before leaving4 ,a girl had formed the habit of throwing the towel on the chair instead of hanging it up4 ,she made a picture of herself throwing down the towel when it became entangled in her feet and tripped her up as she walked away1 throwing her headlong4 ,reminder pictures of this kind must be visualized by the child1 even if suggested by the parent4 ,do this pleasantly and even playfully1 being careful not to arouse the antagonism of the child4 ,if he is stubborn in the matter you can gain nothing1 unless you secure his co-operation and pleasant interest4 ,to keep these pictures in mind and to use them at every opportunity will aid in forming correct habits4 ,make them startling and interesting1 and when possible1 put real feeling into them4 ,induce the child to feel the pain of his fall2 feelings give life and power to visualized pictures4 ,a boy was told to stop at a neighbor's and deliver a note for his mother on his way to school4 ,he pictured the front gate of this neighbor's fence swinging out and stopping him4 ,he tried to go over the gate and the more he climbed1 the higher it became4 ,seeing the gate as he passed on his way to school reminded him of the note4 ,a tablet was needed at school and had been forgotten several times4 ,a picture of the tablet barring the door of his home1 so that he could not get in1 reminded the boy to go at once to the store and make the purchase4 ,on her way to church a girl was given a message to deliver to a certain lady1 after the service4 ,she pictured herself trying to get out of the door of the church1 but the lady blocked the way refusing to allow her to crowd through4 ,when she started out1 seeing the door1 which was part of the picture1 it reminded her of the lady1 and she delivered her message4 ,beware of ,procrastination ,one of the most subtle foes of a good memory is procrastination4 ,like conscience1 memory can be dulled and almost ruined by continual disregard of its suggestions4 ,failure to act when reminded ruins what memory power you have and retards your progress and further development4 ,a ,reminder picture will suggest an errand or duty one--two--or more times1 but there is an ever increasing lapse of time between each reminder4 ,to ,procrastinate--to put off doing the thing will dull the suggestive power of the memory4 ,it will clutter the mind with undone things which will cause mental worry4 ,it will weaken the will power4 ,to ,act--to accomplish the thing at the first suggestion quickens and improves the suggestive power of the memory4 ,it clears the mind for new thoughts and plans4 ,it relieves the nervous strain and increases and strengthens the volitional power4 ,it is the child's memory you wish to improve and this can only be accomplished by his effort4 ,you must help1 of course1 but do not do too much1 merely suggest4 ,get him to imagine and visualize his own pictures1 it will be better for him to make the effort than for you to make it for him4 ,attention and ,memory ,the subject of ,attention and ,concentration has been discussed in the former book1 but it will be well to note their relation to memory and how we are using them here4 ,we have introduced motion into the mind's eye picture to strengthen its impression2 the result comes from a prolonged period of attention4 ,in the exercises for cultivating the power of attention we used the method of change1 or motion4 ,it produced prolonged attention1 which results in memory4 ,exaggeration and the unusualness of the imaginary picture inspires that quality of involuntary attention which helps to produce concentration4 ,the quality of the stimulus to the attention is improved by introducing anticipation1 pleasure1 or their opposites4 ,the clear1 vivid1 mind's eye picture creates a greater quantity of attention1 and if the objects are familiar they add to the possibility of clear visualization4 ,the attention should become fixed upon the picture and this can not be done if they follow too rapidly4 ,take time to make the impression and for best results become as much interested in it as possible4 ,every means which results in prolonging or intensifying the attention improves the scope and accuracy of the memory faculty4 ,the ,child's ,code ,list ,for further practice in learning lists of words1 by visualizing the objects1 use the one following4 ,these words are selected to conform to special requirements1 and form a complete code which is to become of great value later4 ,it should be learned thoroughly so that each word can be recalled quickly and in exact sequence4 ,use this list now in preference to the previous one1 as this one is to be used in future1 and the other will not be4 ,learn ten at a time and review them1 then take the next ten1 joining them to the last word of the previous ten1 thus making an endless chain of the one hundred words4 ,child's ,code ,list ,tie ,dot ,net ,meat ,heart ,snow ,town ,nun ,moon ,horn ,home ,dime ,enemy ,mama ,army ,wire ,deer ,nero ,hammer ,rower ,wheel ,towel ,nail ,mail ,roll ,sash ,dish ,hinge ,mush ,roach ,egg ,duck ,ink ,mike ,rock ,ivy ,taffy ,knife ,movie ,roof ,whip ,tub ,knob ,mop ,robe ,toes ,nose ,mouse ,rose ,lasso ,lady ,shed ,kite ,foot ,bath ,lion ,ocean ,cane ,vine ,pony ,limb ,jam ,gum ,foam ,bomb ,lair ,chair ,car ,fur ,bear ,lily ,jail ,glue ,veil ,pail ,ledge ,judge ,cage ,fish ,beach ,log ,chalk ,cook ,fig ,book ,wolf ,chief ,coffee ,fife ,beehive ,lap ,ship ,cap ,fob ,papa ,ashes ,goose ,office ,puss ,daisies ,the ,game of ,code ,a game to develop accuracy and rapidity in the use of the words of this ,code ,list4 ,cut one hundred cards about two by three inches1 or the size of game cards4 ,on one side of each print a word of the ,code list4 ,shuffle the cards1 deal ten to each player and let the balance become a draw pile4 ,the one to the right of the dealer plays into the center of the table any card which is the first of a series of ten ,code words as printed in the lists above1 for example--,tie1 ,dot1 ,net1 ,meat1 ,heart1 ,lady1 ,shed1 ,kite1 ,foot1 ,bath4 ,all first cards as named must be played first1 then the cards containing words which follow consecutively in the list must follow4 ,all cards held by the player which can be played on any series started on the table must be played in their proper turn1 including those in the played reserve piles4 ,if a card is played out of its proper sequence the first one noticing the mistake calls ,code and shall be entitled to give a card from his hand into that of the player1 who must correct the error and cease playing4 ,when a player has completed his turn1 has played all possible cards1 or has been stopped1 he will place one card face up on the table in front of him as a reserve pile4 ,each player is entitled to six reserve piles1 each lying face up and side by side4 ,when a player cannot make at least one play1 he shall draw into his hand from the draw pile until he can play or until the draw pile is exhausted4 ,each plays in turn until some player has played all the cards from his hand1 which entitles him to the game4 ,any player who completes a series of ,code words1 puts on the last word of the series of ten1 takes away the set and these can be shuffled and added to the draw pile if necessary4 ,the winner is entitled to one point for each card left in the hands and reserve piles of the other players4 ,the score of the game can be set at any point above #bjj1 and the first reaching this takes the set4 ,remembering ,errands ,after the child has become familiar with the ,code ,list he will be able to use the words in a very practical way in remembering errands and lists of groceries1 etc4 ,the objects of the list can easily be recalled in exact sequence1 and can now become ,mental ,hitching ,posts to which any errand or runaway idea may be safely hitched for future usefulness4 ,the thing to be remembered can be pictured with the object of the ,code list and when wanted it is simply necessary to recall the word of the ,code list and it will in turn recall the thing visualized with it4 ,illustration ,let us take a practical example4 ,you are sending the child to the grocery store with an order4 ,the first item is a loaf of ,bread4 ,have him picture this with the first word of the ,code list1 ,tie4 ,take the ,tie and bind the loaf of ,bread with it1 tying a huge bow with the ends moving in the wind4 ,see this picture clearly1 the color of the tie and the shape and details of the loaf of ,bread4 ,of course the ,child is to make his own picture wherever possible4 ,a boy would probably use one end of the tie around the loaf and swing the other over his shoulder4 ,the second item is a package of ,matches4 ,see the box lying on the ,snow1 which is the second word of the ,code4 ,let the box be open and some of the ,matches burning1 see the black ends of the ,matches in contrast with the white snow4 ,illustration ,the third item is a box of ,raisins4 ,the third code word is ,home4 ,see the box open and the ,raisins spilling all over the ,home4 ,the next item is ,potatoes and the code word ,wire4 ,have him imagine a sharpened wire on which he is stringing the ,potatoes4 ,the next item is a glass of ,jelly and the next code word ,wheel4 ,see the large ,wheel run over the jelly and break the glass4 ,the next item is ,flour and the code word ,sash4 ,drop some ,flour over a new red ,sash4 ,the seventh item is ,coffee and the seventh code word is ,egg4 ,break the ,egg and spill it all over the ,coffee4 ,the eighth item is ,butter and the code word ivy4 ,hang the ,butter on the ,ivy and see it swinging there4 ,the ninth item is ,soap and the ninth code word is ,whip4 ,stand the soap on end and strike it with the ,whip--see the lash wind around the ,soap4 ,the tenth item is a can of ,corn and the code word is ,toes4 ,let the boy imagine himself balancing a can of ,corn on his ,toes4 ,the ,visual ,result ,a picture of what is now in the mind should show a systematic filing of ten grocery items1 each hitched by picture to one of the familiar ,hitching ,posts4 ,the pictures may be somewhat like the following3 ,illustration ,have the child run over the code words and tell the item that he sees pictured with each4 ,if the items are recalled once that is all the review necessary if they are to be used in the same day the pictures are made4 ,he will be able to go to the store any time that day and by recalling each word in its proper order will recall the ten items just as they were pictured4 ,another ,practical ,application ,the same method can be used to fix in mind a list of errands which are to be done at different stores and at different times4 ,it is simply necessary to hitch the errand to the ,hitching ,posts by picture and then recall the ,hitching ,posts in order1 each will remind you of the errand visualized with it4 ,for practice1 have the child begin with the second series of code words and picture the following errands with them4 ,review them once and after a few hours see how many he can recall4 ,errands for ,practice ,dot--,buy some stamps4 ,town--,get toilet soap4 ,dime--,buy fish4 ,deer--,go to the ,hardware store4 ,towel--,have shoes repaired4 ,dish--,get a spool of thread4 ,duck--,get some meat4 ,taffy--,get a ,victrola record4 ,tub--,stop at the jewelry store4 ,nose--,buy some writing paper4 ,always ,be ,systematic ,the best results will be attained from using one list for groceries and another for general errands4 ,always start with the first word of a series of ten as printed in the code list4 ,never skip around4 ,any picture will answer if it is clearly visualized and the attention fixed upon it for a moment4 ,review the list once to be sure that the child has made and visualized a definite picture4 ,one review is sufficient to be able to recall the items accurately in the next twenty-four hours4 ,applications ,are ,limitless ,the principle involved here is one which will apply to any need of adult1 as well as child1 life4 ,whenever there is a need for remembering a list or series of any kind the mental ,hitching ,posts can be relied upon to accomplish the result1 if the method is properly applied4 ,business men are using this idea every day of their lives and working more efficiently because of time saved and increased accuracy4 ,use this yourself and see to it that your children form the habit4 ,important ,points to be ,followed ,for best results in using this idea3 ,always use the same series of code words for the same purpose1 do not change lists from day to day4 ,be systematic1 always file the first item or errand with the first object of the series you are using2 do not skip around4 ,any ,hitching ,post will carry any impression which you wish to place there4 ,your mind only needs a hint to start it right4 ,be sure and photograph the picture which your imagination constructs4 ,you will not remember it unless you see it4 ,review once for safety4 ,if you are filing a list of items or errands then review each picture and be sure you can recall it accurately before going on to the next4 ,to file permanent information which you wish to retain and use occasionally it is necessary to review your picture several times and to concentrate upon it longer to strengthen the impression4 ,for temporary purposes1 such as lists1 errands1 or things you wish to recall once and then discard1 do not review but once4 ,the difference between temporary and permanent information is in the amount of review4 ,every repetition of your visual association deepens the impression4 ,start your new lists always with a new series of code words even though you have not used all of the previous list4 ,begin always with ,tie1 ,dot1 ,net1 ,meat1 ,heart1 or ,lady1 etc4 ,to forget1 refuse to allow that with which you have finished to re-enter your mind4 ,do not recall the old pictures1 even for an experiment1 let them fade away after they have served their purpose4 ,value of ,forgetting ,the reason that you find it impossible to forget certain incidents and circumstances of life is that you have allowed your mind to go over and over these incidents and thus to make the impression upon the brain so deep that it has become a lasting one4 ,each review deepens the impressions and makes them more and more indelible4 ,for filing information permanently in the mind this is the proper process4 ,for all temporary purposes1 simply make the visual impression3 review it to see that it is properly filed1 recall it when you wish to use it and then refuse to review or again to see the picture4 ,to forget means to get-for4 ,you must get some other thought or picture into your mind in place of it4 ,do not waste time trying to force thoughts or pictures from your mind4 ,get some other picture or thought in its place as quickly as possible4 ,alphabetical ,hitching ,posts ,the list of code words given here is not the only thing which can be used for this idea4 ,the only essential is a series of easily pictured objects which can be recalled quickly1 with little effort1 and in accurate sequence4 ,there is however an additional reason why these particular words of the ,child's ,code ,list are better adapted to this purpose than any others4 ,this reason you will fully understand later in this book4 ,for the use of children and adults who are not familiar with the ,code list it is simple and practical to use the ,a1 ,b1 ,c's as ,hitching ,posts4 ,in this case it is simply necessary to have an easily visualized object beginning with the letter of the alphabet1 so that1 for example1 the letter ,a will without hesitation bring to mind the object ,ant1 which can be pictured with the errand4 ,for the majority of children it is not practical to visualize the letter ,a with the errand1 but the ,ant can be easily used by all4 ,following is a list of suitable objects to represent the letters of the alphabet4 ,it will be good practice to learn them all1 though you may only use the first few4 ,alphabetical ,hitching ,posts ,ant ,hand ,owl ,vine ,bee ,ink ,pig ,wolf ,cannon ,jockey ,quilt ,x-,ray ,door ,kettle ,rat ,y4 ,m4 ,c4 ,a4 ,engine ,lamb ,snow ,zebra ,fire ,monkey ,tea ,goose ,nun ,u-,boat ,filing ,abstract ,ideas ,everything which you wish to remember does not take form in a definite object which can be visualized and often presents a more difficult problem4 ,fortunately the mind only requires a hint or suggestion to start the ,law of ,association into operation which will bring the thought not in itself easily pictured4 ,as the child progresses his imagination will find many original ways in which to create ,reminder ,pictures to aid him in remembering abstract ideas4 ,this ability will not come except by practice and effort2 if he is allowed to consider the remembering of abstract ideas an obstacle to success it will be so2 but if he tries to master these he will find it is not difficult to create a picture which will remind him of what he wishes to remember4 ,reminder ,pictures ,it is of course more difficult to construct a picture for an abstract thought or word than for a simple object1 but it can be done1 and becomes easier with each effort4 ,in some cases it may require an elaborate picture to remind you of a single word4 ,note the following abstract words and example of how a reminder picture aided in recalling them4 ,contest--,a footrace4 ,noisy--,boys pounding tin pans4 ,stuck--,an auto stuck in the mud4 ,melancholy--,a watermelon and a collie dog4 ,success--,see a well known successful man4 ,financial--,a pile of money in a bank4 ,secrecy--,two people whispering together4 ,contrary--,a mule refusing to move4 ,immovable--,an ,egyptian ,pyramid4 ,christianity may be represented by a cross2 cold by a piece of ice2 heat by a fire2 light by a lamp2 love by a heart2 pride by a peacock2 spring-time by green grass and budding trees4 ,you are familiar with the old man with the sickle and forelock used to represent ,time2 the maiden with the balance and sword representing ,justice2 and the little scantily clad fellow who represents the ,new ,year4 ,these are examples of successfully used reminder pictures4 ,thought the ,desired ,result ,in some cases you may not succeed in constructing a definite picture for the thing which you wish to remember4 ,memory is brought about by interested attention and concentration4 ,in cases where the visualization proves to be difficult or even impossible1 you will experience the fact that the effort made to form the picture has produced sufficient concentration to help wonderfully in the problem of remembering4 ,thinking by ,pictures ,if you have never given it thought it will surprise you to notice how much of our thinking is in picture form4 ,the architect sees the completed building1 sees it in detail and puts this creation of his brain on paper to guide the builder in reproducing it4 ,the engineer sees the completed bridge spanning the chasm before a workman has turned a hand to rear it4 ,all successful captains of industry think largely in pictures4 ,children do so naturally and lose the ability by lack of use and substitution of the more modern methods1 some of which are most detrimental4 ,see to it that your children appreciate the value of visualization1 that they use it continuously in their thinking and study4 ,uses of ,hitching ,posts ,this picturing your errands with code words is a principle of mental operation the uses of which are almost limitless4 ,it will be profitable to note how business men apply it in their business4 ,a physician lists his calls and the appointments he has made4 ,a factory manager hitches up the many instructions he wishes to give during the day4 ,a lawyer uses six words for the six days of the week and hitches up his court appointments4 ,a salesman makes a list of his calls1 arranges them in the best order1 and fixes one with each word of the list4 ,a groceryman uses it for remembering the things he needs to buy for his stock4 ,a real estate man lists some of the places he has for sale to be able to talk about them when away from his office4 ,a salesman lists his selling points systematically and does not leave out any important ones4 ,anecdotes and stories can be listed and easily recalled when wanted4 ,points of a sermon or lecture can be quickly pictured with definite words and recalled later4 ,speaking ,without ,notes ,one of the most valuable applications of the ,hitching ,post ,idea is its use for fixing in mind the points of a talk1 sermon or lecture4 ,most of the nervousness of talking in public is caused by the fear of forgetting4 ,it is doubt of your ability to recall the points you wish to talk about4 ,this is easily overcome by the use of your ,hitching ,posts4 ,if you wish to make five points in a talk1 make a picture to remind you of each point and hitch them in turn to the first five words of a list4 ,review the picture a couple of times1 be sure that you can recall them easily2 before you are to speak1 review them again4 ,when you are called upon1 see the first word of your list and with it you will see a picture which will remind you of the first point you wish to make4 ,the picture made with the next word of your list will suggest your next point1 when you are ready for it4 ,there is no limit2 use as many words of the list as you have different points in your speech4 ,when you have used this idea once you will never do without it2 you will remember all the points of your talk and you will use them in the order you intended4 ,hundreds1 who have never spoken in public without notes1 are now doing so by the use of this method4 ,others1 who have been able to speak without notes have been troubled by getting the points out of order or after sitting down have realized that they have omitted an important one4 ,with this idea you can entirely overcome such a difficulty4 ,originality and ,effort ,help the child to cultivate the habit of originality and not to be afraid of trying new ideas4 ,do not always suggest a picture1 let him work and create one for himself4 ,effort is the price of increased mental power--the result will be secured in no other way4 ,make lists of groceries1 errands1 etc41 for the child to practice with4 ,if he has no need of using the ,hitching ,posts now1 deliberately make the need1 so that he can form this valuable habit4 ,the ,mind's ,eye and the ,story ,an excellent time for the development of the child is story time4 ,have him use his imagination and make mind's eye pictures while you are reading stories4 ,the story book naturally becomes a picture book in the child's mind4 ,when you are reading a story1 stop occasionally and have him form his own picture of it4 ,you will find that he can easily see little ,red ,riding ,hood going down the road to her grandmother's house4 ,encourage this habit of mental picturing of all stories and rhymes read to the child4 ,this is a natural mental operation but the lack of knowledge of its importance and consequently the failure to continue it after we have learned to read is one of the great causes of our forgetting what we read so easily4 ,if you will see to it that your child visualizes what you read to him1 and as he learns to read for himself stops occasionally to picture what he has read1 he will develop a wonderful memory along this line4 ,he will study easily1 retain accurately and make more progress with less effort than any child who does not visualize and is forced to depend upon repetition4 ,the ,game of ,story ,telling ,read a story from the child's story book2 have him make pictures of the story as you read2 when you have finished1 let him tell the story from his ,mind's ,eye picture1 and see how completely he can retell it4 ,if points are omitted1 call the child's attention to them and help him to include them in his picture4 ,when several children are together have one retell the story and the others add what they can to it4 ,see to it that the retelling is from visual pictures4 ,this is excellent training for future school work4 ,two ,results of ,visualization ,beside the memory value of visual impressions of the story there is another important result4 ,you cannot visualize the thing that you do not understand4 ,if you do know about it you can see it clearly4 ,if the child has difficulty in picturing what you have been reading it may be because he does not understand it4 ,here is your opportunity to explain and add to his definite knowledge4 ,visualization results in increased understanding and in a greater ability to remember4 ,these are the important results sought in study and the formation of this habit in your children will pay wonderful dividends in their education4 ,learning ,poetry and ,prose ,the value of the mind's eye picture will be much appreciated when the child comes to learning verbatim4 ,every author has a picture in mind which he describes in words4 ,he attempts to make the word description so clear that those who read will also see the picture4 ,children who have not yet learned to read will naturally form pictures in their minds as you read the story4 ,when you wish to have the child learn the story or poem1 the mind's eye picture will be of the greatest aid4 ,practice with some of the examples following2 make clear pictures and review them several times2 aid the child in understanding the words that he finds are difficult4 ,note the pictures described by the authors in the following poems and prose selections4 ,the ,land of ,story ,books ,at evening when the lamp is lit1 ,around the fire my parents sit2 ,they sit at home and talk and sing1 ,and do not play at any thing4 ,now with my little gun ,i crawl1 ,all in the dark1 along the wall1 ,and follow round the forest track ,away behind the sofa back4 ,there in the night1 where none can spy1 ,all in my hunter's camp ,i lie1 ,and play at books that ,i have read1 ,till it is time to go to bed4 99 99 99 99 99 ,so1 when my nurse comes in for me1 ,home ,i return across the sea1 ,and go to bed with backward looks ,at my dear land of story books4 --,robert ,louis ,stevenson4 ,the ,hare and the ,tortoise ,a hare boasted loudly to a tortoise of her speed in running1 at the same time giving him a look of scorn because of his slowness4 ,let us have a race1 answered the tortoise4 ,i will run with you five miles1 and the fox over yonder shall be the judge4 ,the hare with a scornful smile agreed1 and away they started together4 ,soon the hare left the tortoise far behind1 and feeling a little tired1 lay down on a tuft of grass that grew by the way4 ,if that slow-coach passes1 ,i shall see him and easily catch up with him again1 she said to herself1 and fell asleep4 ,in the meantime the tortoise plodded on1 slowly but surely4 ,after a time1 he passed the hare1 who1 sure of reaching the goal first1 still slept1 and who awoke only to find the tortoise had reached it before her4 ,somebody's ,mother 7,from ,harper's ,weekly--,author ,unknown7 ,the woman was old1 and ragged and gray1 ,and bent with the chill of the winter's day4 ,the street was wet with the recent snow1 ,and the woman's feet were aged and slow4 ,she stood at the crossing and waited long ,alone1 uncared for1 amid the throng ,of human beings who passed her by1 ,nor heeded the glance of her anxious eye4 ,down the street with laughter and shout1 ,glad in the freedom of ,school let out1 ,came the boys like a flock of sheep1 ,hailing the snow piled white and deep4 ,passed the woman so old and gray1 ,hastened the children on their way1 ,nor offered a helping hand to her1 ,so meek1 so timid2 afraid to stir1 ,lest the carriage wheels or the horses' feet ,should crowd her down in the slippery street4 ,at last came one of the merry troop1 ,the gayest laddie of all the group2 ,he paused beside her and whispered low1 ,i'll help you across if you wish to go4 99 99 99 99 99 ,and ,somebody's ,mother bowed her head1 ,in her home that night1 and the prayer she said1 ,was1 ,god be kind to the noble boy1 ,who is somebody's son and pride and joy4 ,these examples will serve to show the attempt of the author to paint a picture with words1 just as does an artist with paint4 ,have the child make his own picture and repeat the story as fully as possible4 ,older children should learn them so as to repeat them verbatim4 ,in the next book on--,how to ,study and ,remember--this subject will be taken up more fully4 ,to ,preserve ,early ,memories ,we sometimes doubt when people tell us of things which happen when they were five years old4 ,children that are eight or nine can often tell of things that took place when they were two or three4 ,almost without exception you will find that these memories are eye impressions--pictures4 ,have the child review those which you wish him to retain and he will preserve the memory of them4 ,it is often the case that children have advantages of travel and see many things that older people have not4 ,many of these advantages1 however1 are wasted because the child does not review these interesting things which he has seen4 ,children are seldom interested in remembering4 ,parents should preserve the child's memory of important sights and circumstances by asking him to carefully revisualize the scene--to see it again in the mind's eye4 ,thus can the impression be deepened and the child's memory and appreciation of the thing be made to continue throughout his life4 ,especially all unusual scenes which he may not have the opportunity of seeing again for a long time should be visually reviewed a couple of times during the first week and a number of times during the following month4 ,two children had been camping in the north1 where they one evening saw a particularly brilliant display of ,northern ,lights4 ,a few months after this the children were asked1 ,what are the ,northern ,lights8 ,what do they look like8 ,the younger one had forgotten1 but the older one could describe them4 ,when the two had thoroughly reviewed the picture they had re-impressed it upon their minds4 ,by doing this a few times the children were able to permanently retain this memory4 ,,how ,,to ,,remember ,,figures ,a child soon comes to the necessity of remembering numbers4 ,with some this is not difficult for they possess unusual powers of visualization and can see the numbers clearly in their mind's eye and thus recall them with ease4 ,there are many examples of men and women who have this visual memory for figures4 ,on the other hand only a very small proportion can do this4 ,it is a common failing among children1 as well as adults1 to be unable to remember numbers easily4 ,the reason is simple4 ,numbers have no meaning1 they convey no impression to the mind which can be retained4 ,words convey the picture of objects1 thoughts and actions which you can visualize4 ,numbers are cold1 inanimate things which have no life nor interest1 they do not present a picture and are not easily retained4 ,things that have no meaning are difficult to remember4 ,the simple transference of the meaningless number into something of interest and within the child's knowledge and experience will be helpful4 ,he will remember #ae apples easier than just the number #ae4 ,numbers are easily dealt with when they become objects4 ,you teach the child to add and subtract by the counting board1 or by using a group of objects4 ,fractions are most easily explained by cutting an apple1 or something which we can see4 ,a man had received a new auto license number and wondered how he could remember it1 #baheae4 ,he knew the easiest way was to make it mean something4 ,he thought that #ba was the age when a young man reaches his majority4 ,if he lives to be #he he will be an old man1 and he might be entirely destitute but for the #ae;c4 ,so he had the figures #ba-he-ae4 ,after that he had no difficulty in recalling this number at any time4 ,be original and make the figures mean something4 ,familiar ,numbers ,helpful ,any number which has come to mean something to you is easily recalled and may be helpful in remembering other numbers4 ,as #adib1 the date of the discovery of ,america by ,columbus4 #eg immediately recalls ,heinz #eg varieties and if you wish to remember #ei you can easily associate it as being two more than the #eg4 #agge means something to you1 it conveys a definite thought1 but it is more likely that #aidg does not and will be quickly forgotten4 ,if you have lived in a house with the number #aidg for a good while you will remember it as easily as the number #agge4 ,analyze ,numbers ,there are many helpful ideas which can be used to aid in remembering numbers4 ,to divide the number into pairs of digits1 keeping them below one hundred1 is helpful4 ,it is easier to remember #ad-fg than #a1dfg4 ,even numbers which are familiar to us are easily remembered as #aj1 #bj1 #cj1 #dj1 or #ajj1 #bjj1 #cjj1 or #ajjj1 #ejjj1 #aj1jjj4 ,to compare other numbers with these familiar groups will help1 as #bi is one less than #cj1 #iif is just four less than #ajjj4 ,numbers having sequence of digits if noted carefully will be recalled accurately1 as #aceg or #bdfh4 ,the telephone number #bdcj is easily remembered because of the even numbers1 #bd and #cj4 ,also #bdf and #bdfcj4 ,sometimes the first digits added together make the other1 as the license number #abdg1 the first three added make the fourth4 ,all these ideas are at times helpful1 but we need a method which can be used any time1 by any one1 for any figures4 ,this need is adequately met by the ,number ,code following4 ,it is not new1 but supposed to have originated among the ,romans and has been used by almost every generation since that time4 ,you find it easy to impress upon the brain any thing which has a meaning and which can be visualized4 ,figures carry with them no associations1 no images4 ,it becomes necessary1 therefore1 to devise some means by which they may be photographed upon the brain in such a manner that they will mean something1 as definitely as a word represents an object4 ,the ,number ,code ,the simplest and most practical basis which can be selected is the idea of choosing a ,,sound to represent each one of the ten digits4 ,these sounds can in turn be indicated by various consonants of the alphabet4 ,by combining the ten digits we are able to make all figures1 and by similarly combining the ,,sounds we can easily convert the figures which we wish to remember into words4 ,the words will represent objects and can easily be impressed upon the brain4 ,your use of this idea is based upon your becoming thoroughly familiar with the ten ,,sounds representing the ten digits4 ,by combining these sounds corresponding to the arrangement of the digits1 words can be formed to represent the figure4 ,the word can be remembered4 ,it has a meaning4 ,it can be visualized and recalled1 then easily translated into the corresponding digits4 ,here are the ten digits and their corresponding ,,sounds4 ,the sounds are indicated by the letters4 ,use the sound as spoken in the word1 as ,t in ,ten4 ,the sound used is always the same as in the spoken word1 but not as a single letter4 ,not the sound en as a letter1 but the sound of ,n in ,nell4 ,note this difference2 it is important4 ,following is the ,number ,code3 ,illustration3 #a #b #c #d #e #f #g #h #i #j ,t ,n ,m ,r ,l ,j ,k ,f ,p ,c ,note carefully this cut in which the digit and letter used to represent the sound is made into a combined figure4 ,this places the digit and the corresponding sound into your mind together4 ,the picture of the combination should be impressed by concentration4 ,look at the digit letter and then close your eyes and see the same picture in your mind's eye4 ,exaggerate them4 ,take a pencil and paper and draw them for yourself4 ,note that the second letter ,n if stood on its side is #b1 in the picture it is half way1 which will suggest both to your mind4 ,the ,m and #c are the same4 ,become familiar with these so that there is no possibility of hesitation in recalling the ,,sound for each digit4 ,the ,t and #a are simple4 ,the #b and ,n and the #c and ,m have been explained4 ,the #f turned to the left makes a ,j4 ,the ,k for #g is made of two #gs back to back1 one leaning against the other4 ,the ,p for #i is turned as the #f and ,j4 ,dwell a moment on this picture and you will know the ,code4 ,there are other associations which will help to fix the digits and their corresponding sounds in mind4 ,t is selected for #a because both are made with one down stroke4 ,one down stroke with a short cross stroke makes the ,t4 ,n1 for #b is the same1 two down strokes make the ,n4 ,m represents the #c and there are three down strokes in the written ,m4 ,r is the last letter and principal sound in the word fou,r1 which has four letters4 ,l is the ,roman numeral representing #ej1 similar to #e4 ,f selected for #h has the two loops1 when written4 ,c is the first letter and sound of the word ,cipher4 ,acquaint ,yourself ,with the ,code ,work entirely by ,,sound1 remember it is the sound ,m in the word ,make that has the value of #c1 and if not sounded would have no value4 ,become familiar with these ten digit sounds so that when you see a digit you can immediately recall the sound4 ,then practice sounding words and telling the number value of each ,,sound in the word4 ,pay no attention to the letters2 only the sounds have value4 ,the ten sounds alone will not form words1 but will by adding the vowels ,a1 ,e1 ,i1 ,o1 ,u4 ,the vowels have no figure value and can be used at any time and in any manner desired without altering the number value of the word4 ,in the same manner we use the consonants ,w1 ,h and ,y4 ,these have no figure value and with the vowels may be used to bind the digit sounds into words4 ,a1 ,e1 ,i1 ,o1 ,u and ,w1 ,h1 ,y ,are ,valueless ,for practice translate the following numerals into their corresponding sounds4 #a #b #c #d #e #f #g #h #i #j #c #f #e #h #c #b #h #j #e #c #f #h #g #d #b #h #e #a #g4 ,in the same manner translate the following letters into their corresponding digit value4 ,remember the vowels and ,w1 ,h1 ,y have no figure value4 ,t ,n ,m ,r ,l ,j ,f ,p ,c ,e ,f ,h ,r ,k ,y ,f ,r ,n ,l ,y ,f ,w ,k ,n ,r ,t ,e ,o ,k ,l ,a ,y ,e ,r ,p ,m ,u ,n ,p ,l ,t ,h ,f ,y ,e ,r ,o ,m ,i ,n ,k ,o ,u ,n ,l ,p ,t ,r ,n ,w ,m ,f4 ,keep up this practice with both digits and letters until you can translate each without hesitation4 ,forming ,number ,words ,it is a simple matter to form a word for a figure by selecting the sounds which represent the digits and fill in vowels until the word is found4 #ad is represented by the sounds ,t-,r4 ,between the consonants ,t and ,r run the vowels a1 e1 i1 o1 u4 ,do this by sound and the result is ,ta,r1 ,tea,r1 ,ti,re1 ,to,r 7tore71 ,tu,r 7tour74 ,in this way you have three or four words which will represent the number #ad4 #ae can be converted into ,tai,l1 ,ti,le1 ,te,ll1 or ,too,l4 #da into the words ,ra,t1 ,ra,te1 w,ri,te1 ,roo,t1 ,ru,t4 #ia into the words ,pa,t1 ,pe,t1 ,pi,t1 ,po,t1 ,pu,t4 ,make yourself thoroughly familiar with the ,number ,code4 ,master the ten digit sounds and you have the foundation with which to work4 ,this is not a difficult problem4 ,children learn without difficulty the #bf letters of the alphabet and their many combinations4 ,in this case there are but ten to be mastered and many combinations to choose from4 ,a little practice will work wonders in the ability to use this ,code4 ,change the following words into their figure value3 ,pa,n4444444444444444 ,ja,r4444444444444444 ,no,te444444444444444 ,rai,n444444444444444 ,coa,l444444444444444 ,ta,n4444444444444444 ,ki,te444444444444444 ,pi,le444444444444444 ,mo,p4444444444444444 ,ra,ke444444444444444 ,po,p4444444444444444 ,jai,l444444444444444 ,la,p4444444444444444 ,ta,n,k444444444444444 ,pai,l444444444444444 ,le,t,te,r4444444444444 ,pi,n,k444444444444444 ,pea,r444444444444444 ,note the following translation of numbers into words4 ,do the last sets yourself1 make others for practice in this idea3 #ch ,m ,f ,mu,ff4 #ib ,p ,n ,pa,n4 #fc ,j ,m ,ja,m4 #adb ,t ,r ,n ,tu,r,n4 #cae ,m ,t ,l 444444444444 #dae 444444444444 444444444444 #iab 444444444444 444444444444 #iea 444444444444 444444444444 #dba 444444444444 444444444444 ,add the necessary vowels to make these into words3 #hb ,f ,n #iba ,p ,,nt #cbg ,m ,,nk #ba ,n ,t #fbg ,j ,,nk #ieba ,,pl ,,nt #dh ,r ,f #bie ,n ,,ppl #iadbj ,p ,t ,,rns ,make complete words for the following3 #bi44444444444444 #ig44444444444444 #eg44444444444444 #dgj44444444444444 #gdb44444444444444 #eae44444444444444 ,additional ,letters ,the simplicity and ease with which you will be able to use this idea can be increased by noting that there are certain letters which have practically the same sound as those selected to represent the digits4 ,yet these sounds are entirely different from any other digit sound4 ,you can greatly increase the list of words which you can make for certain numbers by taking advantage of this idea4 ,this is a very helpful suggestion2 note it carefully4 ,all letters having the same sound stand for the same digit value3 ,d and ,t are similar in sound and therefore either can be used to represent the digit #a4 ,g as in ,george 7known as soft ,g7 has the same sound as ,j1 therefore soft ,g also represents #f4 ,sh as in ,shot1 and ,ch as in ,chain are similar to ,j in sound so ,sh or ,ch represent #f4 ,c as in ,can1 hard ,c1 has the sound of ,k and is #g4 ,g as in ,gag1 is the same as ,k and also is valued as #g4 ,k1 hard ,c or hard ,g are all used for #g4 ,v has the sound of ,f1 and either may be used for #h4 ,b has the sound of ,p and is #i4 ,s as in ,sauce1 and ,z are sounded as ,c 7soft7 so that either ,c1 ,s or ,z can be used for #j4 ,the ,complete ,code ,illustration3 #a #b #c #d #e #f #g #h #i #j ,t ,n ,m ,r ,l ,j ,k ,f ,p ,c ,d ,g ,g ,v ,b ,s ,,ch ,c ,z ,,sh ,letters and ,sounds ,seldom ,used ,the following are sometimes used and from their ,,sound have digit value and should be noted for completeness3 ,q sounds similar to ,k and is #g4 ,x is pronounced ,,eks1 has the ,,ks sound and is #gj4 ,hard ,ch as in ,,ache has the ,k sound and is #g4 ,gh and ,ph as in ,cough and ,phone have the ,f sound and are #h4 ,by using the suffix ,,ing to represent #g1 which is an arbitrary exception to fill a need1 you can get a great deal of help in forming words for difficult numbers which end in #g1 as #ddg ,roa,r,i,n,g1 #aag ,do,t,i,n,g1 #egg ,lac,k,i,n,g1 #cig ,mo,p,i,n,g4 ,silent ,letters ,have ,no ,figure ,value ,in addition to a1 e1 i1 o1 u1 and w1 h1 and y1 which have no figure value1 all silent letters have none1 because they are not ,,sounded4 ,,sound is the one and only indicator of digit value4 ,,night is #ba for the ,,gh is silent4 ,,knife is #bh for the ,k is silent4 ,,madge is #cf for the ,d is silent4 ,double ,letters ,are ,sounded as ,one ,because they have but the one letter ,,sound they have but the single digit value4 ,this is merely another fact which is unalterable1 because the basis of the ,code is sound4 ,,hummer has the sound of ,,humer and is #cd4 ,,bitter has the sound of ,,biter and is #iad4 ,,sparrow has the sound of ,,sparo and is #jid4 ,,bill has the sound of ,,bil and is #ie4 ,the important thing to keep in mind in the use of this ,code is the fact that all is based upon ,,sound4 ,silent letters and double letters are treated as they are1 simply because of the ,,sound basis4 ,there are many exceptions to the number value of the letters but none to the number value of the sounds of the word4 ,the word ,,nation is a good example4 ,,nation is #bfb4 ,in this case the ,t as a letter would represent #a1 but as a ,,sound it is ,,sh and is #f4 ,c is #f in ,,ocean4 ,number ,value of ,code ,words ,you now need to have a series of words1 the figure value of which you are thoroughly familiar with1 to use as a basis for quickly forming word pictures for numbers which are given you to remember4 ,a list of words representing the number #a to #ajj would be of the greatest value to you4 ,these words you would be familiar with and as soon as any number of two digits was mentioned a word-picture of this value would come into your mind4 ,the word-picture you could easily retain in mind1 the number you could not4 ,take for example the number #a4 ,this is represented by either ,t or ,d4 ,for this illustration we select the ,t4 ,now in order to make a word which you can visualize you use the vowels or the extra consonants ,w1 ,h or ,y4 ,from these we can make a word for #a4 ,let us take the ,t and the vowels ,i1 ,e1 which have no value1 and we have the word ,,tie1 which has the value of #a4 ,many other words could have been made which would have the same number value as ,hut1 ,hat1 ,head1 ,hood1 ,weed1 ,wheat1 ,tea1 ,toe1 ,dew1 ,dye4 ,,snow is #b2 the ,s1 ,o and ,w have no value1 leaving the ,n for #b4 ,,home is #c2 ,h1 ,o and ,e have no value1 leaving the ,m for #c4 ,,wire is #d2 ,w1 ,i and ,e have no value1 leaving the ,r for #d4 ,,wheel is #e2 ,w1 ,h1 ,,ee have no value1 leaving the ,l for #e4 ,,sash is #f2 ,s1 ,a have no value1 leaving the ,sh for #f4 ,,egg is #g2 ,e has no value1 ,,gg has but one sound and is #g4 ,,ivy is #h2 ,i and ,y have no value and ,v is #h4 ,,whip is #i2 ,w1 ,h and ,i have no value1 leaving ,p for #i4 ,,toes is #aj2 ,o and ,e have no value and ,t and ,s are #a-j4 ,by the use of the ,number ,code each of the words selected for the ,child's ,code ,list has a number value running consecutively from ,tie which is #a to ,daisies1 which is #ajj4 ,each word stands for its corresponding number always2 by sound they are interchangeable with the number at any time for any purpose4 ,figure out1 by the ,number ,code1 the value of each word of the ,code ,list as given here1 in disorganized form1 and write it opposite the word4 ,tie44444444 ,lair4444444 ,nail4444444 ,veil4444444 ,dime4444444 ,judge444444 ,roach444444 ,bomb4444444 ,sash4444444 ,lap44444444 ,movie444444 ,cook4444444 ,taffy444444 ,meat4444444 ,mouse444444 ,beehive4444 ,lady4444444 ,enemy444444 ,bath4444444 ,puss4444444 ,jam44444444 ,rower444444 ,foam4444444 ,home4444444 ,ledge444444 ,mush4444444 ,glue4444444 ,towel444444 ,chief444444 ,knife444444 ,beach444444 ,ivy44444444 ,dot44444444 ,robe4444444 ,fife4444444 ,nose4444444 ,horn4444444 ,foot4444444 ,office44444 ,limb4444444 ,hammer44444 ,gum44444444 ,town4444444 ,jail4444444 ,hinge444444 ,pear4444444 ,wheel444444 ,wolf4444444 ,rock4444444 ,fish4444444 ,duck4444444 ,goose444444 ,mop44444444 ,coffee44444 ,toes4444444 ,moon4444444 ,kite4444444 ,papa4444444 ,ocean444444 ,nero4444444 ,pony4444444 ,snow4444444 ,lily4444444 ,roll4444444 ,fur44444444 ,deer4444444 ,chalk444444 ,mike4444444 ,cage4444444 ,egg44444444 ,ashes444444 ,knob4444444 ,book4444444 ,tub44444444 ,nun44444444 ,lasso444444 ,fob44444444 ,lion4444444 ,army4444444 ,vine4444444 ,net44444444 ,chair444444 ,mail4444444 ,car44444444 ,wire4444444 ,log44444444 ,ink44444444 ,pail4444444 ,dish4444444 ,ship4444444 ,roof4444444 ,fig44444444 ,whip4444444 ,heart444444 ,rose4444444 ,cap44444444 ,shed4444444 ,mama4444444 ,cane4444444 ,daisies4444 ,after you have worked out the number value of each of the ,code ,words1 turn back to them on page #hj and check them there1 noting how each follows in proper sequence by number value4 ,the ,game of ,number ,code ,after becoming familiar with the values of the number ,code1 the ,game ,code1 given on page #db1 can be very much improved in its complexity1 and consequently1 in its resulting mental development4 ,illustration3 ,front ,illustration3 ,back ,have the one hundred words on one side of the card and the corresponding numbers from one to one hundred on the reverse side as illustrated4 ,deal all the cards1 have no draw pile4 ,all cards in the hand and in reserve piles on the table are to be with the words up and the numbers down4 ,start by playing the cards into the middle of the table with the numbers up1 beginning with cards which bear numbers ending in #a4 ,the next card is played word up upon the pile2 then1 if no one calls ,code1 turn the card over and if it should be that this card does not bear the following consecutive number the card must be replaced in the player's hand and the player ceases with no penalty4 ,if1 when the word is played1 some other player1 who knows by the number value of the word that it is an error1 calls ,code before the card is turned over1 then1 if correct1 he is entitled to give the player a card from his hand4 ,the game is played and scored as in ,code1 but has the added value of requiring the players to know the number value of all the words4 ,the ,number ,game ,this game will assist in learning the number value of the words and the word for each number4 ,shuffle the cards from the ,code ,games1 have one person hold these cards out of sight of the players4 ,the reader turns all cards with the words up and reads the word on the top card4 ,the first one to tell the proper number value of the word gets the card4 ,in this way go through the entire pack1 each person retaining the cards which he obtains by first speaking the number4 ,the one holding the most cards at the end of the game is the reader for the next game4 ,the same game may be played by reading the numbers and seeing who can first speak the ,code ,word4 ,the ,game of ,solitaire ,if you wish to practice alone1 take the ,code cards and shuffle with the words up1 noting the time when you begin4 ,see how quickly you can go through the entire set1 naming the numbers for the words4 ,then reverse the process and name the words for the numbers4 ,now try it again and see if you can cut a few seconds off the time4 ,keep a record of the time required to go each way and strive continuously to reduce it4 ,keep at this until you can go through the #ajj cards in two and a half minutes or less4 ,another ,game of ,solitaire ,take the ,code cards and shuffle them thoroughly then arrange them in their consecutive order1 beginning with ,tie and following with each word in its proper place4 ,for another test start ten rows of cards upon the table1 each starting with a ,code word ending in one1 as ,tie1 ,dot1 ,net1 ,meat1 ,heart1 etc4 ,now follow each card with the next word in its list1 placing the cards in their proper lists as you come to them4 ,this will help you to become acquainted with the words in their proper order and to become familiar with them4 ,the above exercises will increase in interest if you consider them from the number value4 ,shuffle the set and arrange them in consecutive order1 thinking of the number value of the word1 but not referring to the number on the back of the card unless forced to do so4 ,the second test will be arranging them in sets of ten1 beginning with #a1 #aa1 #ba1 #ca1 #da1 etc4 ,shuffle the cards again and arrange them in the following order1 always using the words but figuring their number value for your guide in the arrangement4 ,arrange them in horizontal lines thus3 #a-aa-ba-ca-da-ea-fa-ga-ha-ia #b-ab-bb-cb-db-eb-fb-gb-hb-ib #c-ac-bc-cc-dc-ec-fc-gc-hc-ic #d-ad-bd-cd-dd-ed-fd-gd-hd-id #e-ae-be-ce-de-ee-fe-ge-he-ie #f-af-bf-cf-df-ef-ff-gf-hf-if #g-ag-bg-cg-dg-eg-fg-gg-hg-ig ,follow through the set in the same manner4 ,after you have completed any of these tests1 reverse it and do the same1 beginning with the larger numbers and working back to the smaller ones4 ,vary these exercises in as many ways as you can and keep track of how long it takes you to do a certain test1 then do it again and see how much you can reduce the time required4 ,for a guide in these tests the ,code ,list is printed here with each corresponding number value4 ,code ,words and ,number ,values #a-,tie #aa-;,dot #ba-,net #ca-,meat #da-;,heart #b-,snow #ab-,town #bb-,nun #cb-,moon #db-;,horn #c-;,home #ac-;,dime #bc-;,enemy #cc-,mama #dc-;,army #d-,wire #ad-;,deer #bd-,nero #cd-;,hammer #dd-,rower #e-,wheel #ae-,towel #be-,nail #ce-,mail #de-,roll #f-,sash #af-;,dish #bf-;,hinge #cf-,mush #df-,roach #g-;,egg #ag-;,duck #bg-;,ink #cg-,mike #dg-,rock #h-;,ivy #ah-,taffy #bh-,knife #ch-,movie #dh-,roof #i-,whip #ai-,tub #bi-,knob #ci-,mop #di-,rope #aj-,toes #bj-,nose #cj-,mouse #dj-,rose #ej-,lasso #ea-,lady #fa-,shed #ga-,kite #ha-;,foot #ia-;,bath #eb-,lion #fb-,ocean #gb-;,cane #hb-,vine #ib-,pony #ec-,limb #fc-;,jam #gc-;,gum #hc-;,foam #ic-;,bomb #ed-,lair #fd-;,chair #gd-;,car #hd-;,fur #id-;,bear #ee-,lily #fe-;,jail #ge-;,glue #he-,veil #ie-,pail #ef-,ledge #ff-;,judge #gf-;,cage #hf-;,fish #if-;,beach #eg-,log #fg-;,chalk #gg-;,cook #hg-;,fig #ig-;,book #eh-,wolf #fh-;,chief #gh-;,coffee #hh-;,fife #ih-;,beehive #ei-,lap #fi-,ship #gi-;,cap #hi-;,fob #ii-,papa #fj-;,ashes #gj-;,goose #hj-,office #ij-,puss #ajj-;,daisies ,after you have become familiar with the number values of the ,code words it will guide you in case of any doubt as to the sequence of any words4 ,if you should be in doubt as to whether ,chief or ,ship comes first you can prove the point by referring to the number value2 ,chief is #fh and ,ship is #fi1 therefore the sequence is correct4 ,all ,hitching ,posts ,numbered ,note that when you have the ,number ,code to work with that each ,hitching ,post has a corresponding number so that each item in your list is numbered4 ,for purposes of filing information this is very helpful4 ,you think of the ,hitching ,posts now as #a-b-c-d-e-;etc4 ,the word is simply an interchangeable object with a fixed value and #a automatically becomes ,tie in the picture4 ,and when it appears in the picture it means #a4 ,so on with all other numbers and words under one hundred4 ,for use as ,hitching ,posts each list of ten in the list can be used as having the #a to #aj value by dropping the first digit1 as ,net 7#b7a1 ,nun 7#b7b1 ,enemy 7#b7c1 ,nero 7#b7d1 etc4 ,in working with the ,code bear in mind every moment that the word is synonymous with the number4 ,the number stands for the word and the word for the number1 they never change4 ,they mean now and always the same thing4 ,each stands for the other4 ,this statement can not be made too strong4 ,neither can you be urged too strongly to practice with your children in the use of it4 ,become so familiar with it that when you hear the sound ,t it immediately means #a and so on through the entire list4 ,words now have an added significance2 for this purpose they have become and from this time they will be ,,numbers1 as well as ,,words4 ,always keep in mind that ,,sound determines the number value of the word regardless of how it is spelled4 ,forming ,larger ,number ,words ,in order to form words for larger numbers first become familiar with the figure value of the one hundred code words4 ,these will often combine to form the larger number pictures4 ,for example3 #fie ,sash--,pail #abia ,town--,bat #bdii ,nero--,papa #hbdj ,vine--,rose ,a combination picture of ,nero and ,papa would represent #bdii4 ,the danger of transposing the figures by recalling the picture as ,papa--,nero #iibd instead of #bdii1 can be avoided by having the first object much larger than the second4 ,in the case of #bdii picture ,nero larger than ,papa1 or see ,nero above ,papa1 or in front or preceding ,papa4 ,adopt one of these methods and use it4 ,after a little practice you will often form one word for a number instead of combining the ,code words4 ,the beginner would represent #abaj by the ,code words ,town--,toes4 ,later he will recognize #abaj as the sounds ,t-,n-,t-,s4 ,combining these sounds the word ,,tents will suggest itself4 ,if #abaj were a phone number and you made a clear picture association of ,tents with the ,person or ,place you would have no difficulty in recalling the number4 ,already you have an object representing the figures from #a to #ajj1 but very often you will wish to use figures far in excess of this4 ,any number in excess of #ajj and below #aj1jjj1 or any number of three or four digits will be most easily handled by translating it into two words of the ,number ,code1 or if you choose can be later worked into a single word4 ,in the beginning you will find help by working in the following manner4 ,take the number #cdg4 ,a combination of the ,code words would be ,home ,rock1 you could also use ,my ,rock or ,some ,rock4 ,or you can make the numbers into a single word4 ,put down the figures thus3 #c #d #g ,m ,r ,k ,combining these letters with vowels you have the word ,,mark4 ,now take the number #iid1 the code combination for this number is ,whip-,pear1 or you could make the single word ,paper4 ,the number #cae can be made into a single word4 #cae is ,mo,de,l4 ,translate the following into single words2 refer to the ,number ,code1 on page #gb1 when in doubt or in need of a suggestion4 ,first1 always sound the digits then let the sounds form into a word4 #aja444444444444 #eaj444444444444 #aba444444444444 #dae444444444444 #aie444444444444 #gde444444444444 #ida444444444444 #iid444444444444 #dbf444444444444 #fbd444444444444 #adj444444444444 #ibe444444444444 #cae444444444444 #adg444444444444 #jae444444444444 #daj444444444444 #dab444444444444 #fdi444444444444 #iec444444444444 #aej444444444444 #eci444444444444 #cjj444444444444 #jgd444444444444 #gea444444444444 #gda444444444444 #idb444444444444 #fdb444444444444 #baa444444444444 #baj444444444444 #iea444444444444 ,further ,practice in ,word ,forming ,it is not always necessary to put a vowel between the code sounds4 ,some letters combine into words without vowels between1 as-- ,cu,r,tai,n--#gdab ,c,lu,t,te,r--#gead ,fa,r,m,i,n,g--#hdcg ,b,ra,n,d--#idba ,p,rea,c,he,r--#idfd ,s,pe,n,t--#jiba ,p,la,n,t--#ieba ,bu,r,g,la,r--#idged ,si,l,k,s--#jegj ,also note that some words begin with vowels3 ,envelope for #bhei2 ,amber for #cid4 ,if at first you cannot easily form words for all numbers1 do not be discouraged4 ,practice will give you most words instantaneously4 ,soon you will instantly recognize numbers like #bhe as ,novel2 #gda as ,cart2 #aja as ,toast4 ,this ability will come quickly if you practice and in no other way will you acquire it4 ,adjectives as ,helps ,you have already found that some numbers of three digits cannot be made into a single word4 ,others that can be translated into words are sometimes difficult of visualization4 ,to overcome these difficulties and to add greatly to the rapidity with which you can form large numbers1 use adjectives for the first digits and the words of the ,code list for the others4 ,the combination is quickly made and easily recalled4 ,you will find that in larger figures of six digits the idea works equally well4 #a ,hot1 ,wet1 ,white #f ,huge1 ,shy1 ,ashy #b ,new or ,no #g ,sick1 ,gay1 ,weak #c ,my or ,may #h ,heavy1 ,few1 ,wavy #d ,sour1 ,raw1 ,hairy #i ,happy or ,webby #e ,low1 ,oily1 ,yellow #aj ,dizzy ,select one of the adjectives for each digit and become familiar with it and use it continuously1 unless another improves the sense materially4 #afe ,hot ,jail #fff ,shy ,judge #bfc ,new ,jam #ggf ,weak ,cage #ccc ,my ,mama #hbi ,heavy ,knob #dih ,hairy ,beehive #iic ,happy ,bomb #efh ,yellow ,chief #ajce ,dizzy ,mail ,the adjectives will be of great assistance as well in forming words for four digit numbers3 #aadi ,hot ,trap #gaie ,weak ,table #bbfb ,new ,engine #hida ,heavy ,bird ,a few additional examples of adjectives will show how helpful this idea can be made3 #ab--,thin #ba--,neat #gb--,keen #ac--;,dim #cb--,mean #gg--,quick #ad--;,dear #df--,rich #hb--;,fine #ae--,tall #eh--,live #fe--;,jolly #af--;,dutch #fb--,shiny #ig--;,big ,for practice translate the following by use of adjectives and ,code words1 where possible1 or adjectives and three digit words4 #abg444444444444 #aadg444444444444 #baadg444444444444 #icb444444444444 #aicb444444444444 #bieie444444444444 #dgh444444444444 #bgdf444444444444 #cbfdi444444444444 #eca444444444444 #iabg444444444444 #fadib444444444444 #cig444444444444 #acib444444444444 #deiba444444444444 #gbi444444444444 #gadf444444444444 #gbieb444444444444 #fce444444444444 #feib444444444444 #aehfd444444444444 ,telephone ,numbers ,remembering telephone numbers is a practical application of the ,number ,code which can be helpful to all4 ,there is probably no combination of figures you are more often called upon to remember than these4 ,when you need them you need them at once4 ,master the ,number ,code and you will find that it has paid you many times in this application alone4 ,translate the phone number into words and associate them with person1 office1 place of business1 or in any way that will make a good picture which will be easily recalled4 ,the illustrations which follow are instances taken from actual practice4 ,hotel--phone number #agdj1 ,,the ,,cars may be used to represent #agdj4 ,this hotel1 the ,brown ,palace1 in ,denver1 is a triangular building with cars running on every side1 suggesting ,,the ,,cars4 ,fire ,department--phone number #cjhd4 ,,miss ,,fire stands for #cjhd4 ,an easy association is that the fire men miss the fire4 ,bank--phone number #igie4 ,here we substitute ,,big ,,bill for #igie1 a bank which has many a ,,big ,,bill4 ,railroad--phone #aghd4 ,,take ,,fare association4 ,the railroad always takes your fare4 ,laundry--phone #gedj ,,collars4 ,association4 ,collars are in the laundry4 ,butcher--phone #eca4 ,,all ,,meat4 ,the butcher sells ,,all ,,meat4 ,telephone ,exchanges ,knowing the district in which the phone is located will often suggest the exchange1 but when necessary make a ,reminder ,picture for the exchange4 ,following are some examples which have been used by students3 ,main--,the ,battle ,ship ,harrison--,hair or ,hare ,east--,yeast ,randolph--,ran off ,beacon--,lighthouse ,champa--,champion ,wabash--,wash ,proctor--,doctor ,these are suggestions only1 much depends upon the individual2 make your own reminders4 ,the same exchange may be more easily remembered by different visual images for each of us4 ,use the means that suits you best4 ,if the exchange is represented by a reminder make the double visual impression1 as-- ,an ,abstract ,co41 ,champa #abjh ,they have the ,champion ,,tin ,,safe ,a ,restaurant1 ,main #heah ,they have ,main7ly71 ,,veal ,,tough ,remembering ,addresses ,a student was asked to call upon a party at #bbad ,third ,street1 and was cautioned by the man giving the address that he had better write it down4 ,the student remarked1 ,it isn't necessary1 ,i can easily remember it4 ,which remark1 needless to say1 created a favorable impression4 #bb is ,,nun1 #ad is ,,deer4 ,the student made a mental picture of a ,,nun leading a ,,deer ,,home 7,third ,street74 ,another address was #aici1 which is quickly transferred to a picture of a ,,tub and a ,,mop4 ,remembering ,fractions ,fractions can be converted into words and thus carried in the mind with exactness4 ,a great many are illustrated in the following list4 ,these words all begin with the letter ,s for uniformity and to make it easy to remember that the word represents a fraction3 #a_/b--,stone #a_/e--,steel #i_/aj--,spats #d_/e--,sorrel #a_/h--,stave #a_/f--,stage #a_/d--,steer #e_/f--,sledge #c_/e--,sawmill #c_/d--,summer #a_/c--,stem #g_/h--,skiff ,other words can be made for the other fractions4 #a_/g would be ,stock and #b_/g ,sneak1 and #c_/g ,smack4 ,a combination of these words with the ,code list will help with fractions4 #i-a_/d would be ,,whip ,,steer4 #ab-b_/e is ,,town ,,snail4 #ed-a_/b is ,,lair ,,stone4 #ce-a_/f is ,,mail ,,stage4 ,remembering ,department ,numbers ,in learning the department numbers in a large department store it is simply necessary to associate the goods sold in the particular department with the ,code word1 and if desirable1 the name of the buyer can be associated also4 ,remembering ,color ,numbers ,the color numbers in a wholesale house1 some sixty of them1 were learned by one student while reading them over slowly4 ,color ,number #a is ,black1 ,,black ,,tie4 ,color #ab is ,gold1 a ,,gold ,,town4 ,a little more difficult is #ea1 ,gettysburg gray4 ,here a man is wandering over the fields of ,gettysburg in the ,gray dawn with a ,,lady 7#ea74 ,the ,game of ,memory ,demonstration ,excellent practice and a great deal of pleasure can be had by letting some one give the child a series of ten words to be remembered in connection with the numbers which are written opposite them4 ,they can be given out of order and this will make a stronger impression and be as easy for the child4 ,the numbers #a to #aj will be represented in his mind by the ,code words ,,tie to ,,toes4 ,each will be pictured in turn with the word given for the number4 ,let the one giving the words write the numbers #a to #aj in a vertical line1 and as he writes the word opposite tell them to the child taking the demonstration4 ,for example--#e is ,window4 ,this immediately becomes a picture of the ,,wheel 7#e7 and a ,window4 ,throw the ,wheel through the ,window4 ,next he might be given #aj1 ,,book4 ,a picture of ,,toes and ,book4 #c is ,,fire1 a picture of a ,,home 7#c7 on ,fire4 #a is ,,candy1 sticks of ,candy bound up in a ,,tie 7#a74 ,each word and number are to be visualized together4 ,when the ten have all been given1 the child begins with #a 7,,tie7 and recalls the object he pictured with it2 next #b 7,,snow7 and recalls the word pictured with it1 and so on to the end of the ten4 ,recall each one in sequence even though given out of order4 ,a practice demonstration3 #e--,window #a--;,candy #d--;,bank #aj--;,book #i--;,fish #f--;,apple #c--;,fire #h--;,auto #b--,stone #g--;,horse ,begin with #a and recall them in sequence4 ,a ,number ,demonstration ,instead of the words1 as used in the preceding game1 follow the same plan as with two digit numbers1 as-- #a is #bi #d is #ajj #g is #ce #b is #ic #e is #fa #h is #ab #c is #eg #f is #dd #i is #ih #aj is #hf ,this is simply a combination picture of two ,code words4 ,one is ,,tie and #bi is ,,knob1 a picture of a huge red ,,tie hanging on a ,,knob will answer the purpose4 #b is ,,snow and #ic is ,,bomb1 a big1 black1 sizzling ,,bomb in the ,,snow bank4 ,picture each pair as given and recall them by first recalling the ,code word for the position in the list and it will be associated with another object in the picture1 the number value of which is the number as given4 ,accuracy in this game is dependent upon being familiar with the ,code1 know the sounds1 and if the ,code word for #eg does not come to mind easily use any word with the two sounds ,l and ,k and it will represent #eg4 ,you could use the word ,lake1 ,elk1 or ,leg1 any one of which will enable you to remember the number4 ,other uses of the ,number ,code will be given in the next book1 and there will be found many applications of it to the needs of the child in his school work4 ,it is helpful in many ways and should be mastered both for its usefulness and for the value in mental development which will come from practicing with it4 ,,remembering ,,people',s ,,names ,to forget names is a common failing4 ,many people can remember faces but fail when it comes to recalling the name4 ,this is mostly the result of inattention4 ,remembering names is more difficult than remembering some other things1 and for this reason many have fallen into the habit of not trying4 ,one thing which contributes largely to this neglect is a lack of definite knowledge of how to accomplish the result4 ,the principles of memory1 as given previously in this book1 can be applied to prevent this common failure4 ,while children do not have to remember names as much as adults do they should have the principles well in mind and be trained in the use of them4 ,they should form the habit of paying attention to the names and remembering them4 ,parents should require them to call the people they meet by name and to realize the value of being able to do so4 ,almost every one can remember faces of strangers more easily than they remember names4 ,this is because of the difference in strength of the two senses used in making the impressions4 ,the eye nerve carries the picture of the face to the brain4 ,the ear carries the sound of the name4 ,as we have learned1 the eye impression is nearly twenty times stronger than the one made by the ear4 ,eye impressions are lasting and can be recalled when the impressions by the other senses can not4 ,it may be helpful to illustrate the result of your meeting with a ,mr4 ,penn in the following graphic way4 ,in the following drawing let the curve represent the surface of the brain1 and the depth of the groove the comparative impressions made by the two senses4 ,illustration ,this could illustrate the strength of the two images under the conditions1 where the face was seen only as the name was heard4 ,on the other hand1 this is not usual1 as a rule you hear the strange name but once1 but you see the face for several minutes1 sometimes for half an hour4 ,during the time that you are looking at the face the eye is making a deeper and deeper impression upon your brain4 ,the ear never has had and never can have the same ability to impress the brain as the eye4 ,it will never be possible to remember names as easily1 or for as long a time as faces1 if you depend upon the impressions as normally placed upon the brain by the senses4 ,to ,remember ,names ,the problem then is to first equalize the impressions of the face and name so that each will last and can be recalled with equal ease4 ,the impression of the face was made by your physical eye2 at the same time there is your mind's eye faculty which is dormant1 not being used4 ,with it you can learn to make an impression of the name upon your brain which will be as strong as the face impression made by the eye4 ,in order to recall with equal ease two mental impressions1 they must be made with equal strength4 ,when you meet a stranger his face becomes a picture impression upon the brain1 the first impression of the name is made by the ear1 but it can easily and quickly be made into a mind's eye picture which will be many times more available4 ,this mind's eye picture can be unusual1 exaggerated1 and moving1 so that its strength can be regulated at will4 ,the result will be two visual impressions1 the face by the eye1 the name by the mind's eye4 ,these can be equalized by repetition so that when you recognize the face it will be possible to recall the name as well4 ,let us adapt the former illustration and we have a picture of the face and a picture of the name impressed upon the brain4 ,illustration ,instead of retaining only the slight impression made by the ear1 you can have two impressions1 both made by the sense of sight4 ,apply this knowledge1 and remembering names will become a much simpler matter4 ,the ,name ,picture ,when you heard the word ,tie spoken you quickly transferred the ear impression into a mind's eye picture of a ,,tie4 ,do the same with the name of ,mr4 ,penn4 ,this is a word which has a definite meaning and it suggests a concrete picture4 ,you can see the pen2 see all the details of its shape1 size1 markings1 etc4 ,see this in your mind's eye1 visualize this picture of the word pen4 ,it can be exaggerated and you can animate it and put it into motion with many unusual or ludicrous circumstances4 ,in other words1 this ,name ,picture can be as firmly impressed upon your brain as you wish it to be4 ,association ,next ,important ,step ,when you wish to remember the ,tie and ,snow together1 or to use the ,tie to recall the ,bread1 you took advantage of the ,law of ,association4 ,the two were pictured together and thus impressed upon the brain at the same time4 ,if you wish to be able to recall the name when you see the face you must associate the ,face ,picture and the ,name ,picture together in the same impression4 ,illustration ,you will remember that success in the use of associated picture impressions depend upon one of the objects in the picture being familiar and easily recalled4 ,in this case the ,name ,picture is associated with1 or hitched to1 the ,face ,picture4 ,the ,face ,picture will always be present when the name is wanted4 ,the person may come into your home1 or you may meet him outside1 in each case when you see the face it will bring to your mind the picture of the name4 ,to ,remember ,mr4 ,king ,when you meet a stranger take this opportunity to get a ,face ,picture of this person impressed upon the brain4 ,when you hear the name1 ,king1 you have a light temporary ear impression of it4 ,take this ear impression of the name and quickly transfer it into a mind's eye picture of the king4 ,then into this picture of the king place the face picture1 see the face of this ,mr4 ,king sitting on the throne1 wearing the crown and robes and waving the scepter4 ,make this ,name ,picture strong1 exaggerated and unusual4 ,here you are combining a mind's eye impression with a physical eye impression and the one is definite1 a real thing1 while the mind's eye impression seems1 in comparison1 to be vague and indistinct4 ,it is a strong impression1 nevertheless1 and very little experience and practice will be necessary to prove its value and availability4 ,illustration ,you must1 of course1 hear the name distinctly4 ,you can not remember it if you do not know what it is4 ,the first impression of the name must be definite and certain1 do not hesitate to ask to have the name repeated or even spelled4 ,the person will be complimented that you are making an attempt to remember him4 ,it will help you to become conscious of these mind's eye pictures if you will look away from the stranger's face for a moment and see both the face and name pictures in the visual impression which you have been forming4 ,this can be done for an instant during the conversation1 or at some other opportunity4 ,associating ,name and ,face ,pictures ,go into any savage or semi-civilized tribe today and you will find that names are given because of some trait of character2 some peculiar characteristic2 some unusual appearance or accomplishment4 ,about fifty per cent of the names you meet with are nouns1 words with a meaning which suggests definite1 concrete pictures1 which can easily be associated with the faces of the persons just as we have done here with the name ,king4 ,note these examples3 ,mr4 ,gun ,mr4 ,starr ,mr4 ,wells ,mr4 ,stone ,mr4 ,ring ,mr4 ,bell ,mr4 ,cotton ,mr4 ,street ,mr4 ,penn ,there are thousands of names just as simple1 including colors1 animals1 birds1 fish1 fruits1 and almost every object4 ,all these can be easily visually associated with the face4 ,obtain a ,meaning by ,change ,many names do not come under the classification of a direct and simple meaning because of a little change which may have been made in the manner of spelling them4 ,others can be converted into some simple meaning which can be easily impressed upon the mind by making a slight change and spelling the names as they sound4 ,in other words1 by remembering them as they sound rather than as they are spelled4 ,the following examples are common3 ,mr4 ,rhodes--roads ,mr4 ,coyle--coil ,mr4 ,knoble--noble ,mr4 ,reuter--rooter ,mr4 ,baran--baron ,mr4 ,asche--ash ,mr4 ,lyon--lion ,illustration ,use the picture here as ,mr4 ,perrett4 ,the name as it sounds calls to your mind a bird4 ,see the bright green parrot flying around his head and perching on his shoulder2 see the vivid color of the bird4 ,close your eyes and review this picture association of the face and the name4 ,do this until you can see it with your eyes open4 ,meaning in ,first ,syllable ,many names which seem to present difficulties upon first hearing them simply need a little attention and analysis4 ,at times when names have escaped you1 you have gone back to the alphabet and by running over the letters have found that the first letter suggested the name wanted4 ,some names which are apparently difficult will be easily remembered if you will notice that the first syllable of the name is a noun and has a definite meaning4 ,you meet ,mr4 ,carruthers4 ,this name presents considerable difficulty until you notice that the first three letters spell the simple word car4 ,by visually associating the object car with his face and repeating the name ,carruthers a couple of times1 you will find no difficulty in recalling the name4 ,note these examples of this method of using the first syllable for the ,name ,picture3 ,mr4 ,bellamy--bell ,mr4 ,reardon--rear ,mr4 ,raymond--ray ,mr4 ,seagraves--sea ,mr4 ,ringling--ring ,mr4 ,burroughs--burr ,mr4 ,dennison--den ,mr4 ,bushnell--bush ,mr4 ,boardman--board ,mr4 ,pierson--pier ,illustration ,practice with this idea by using the face here as ,mr4 ,woodhead4 ,see a stick of wood on his head1 pile it there and see it roll off1 don't be afraid to make strong1 unusual ,name ,pictures4 ,you will not have to tell the man how you remembered his name1 but to do it will be one of your greatest business assets4 ,meaning of ,vocations ,almost every vocation has been used as a proper name4 ,undoubtedly the name comes from the fact that the forefathers followed that vocation4 ,in every such case see the person working at the trade4 ,for practice use this man as ,mr4 ,smith1 suggesting a blacksmith2 see him working at his forge1 see the anvil1 the sparks1 the hammer1 see him strike4 ,make a strong1 vivid picture4 7,smith comes from the word ,smythe--meaning hitter47 ,illustration ,other examples3 ,mr4 ,miller ,mr4 ,fisher ,mr4 ,shoemaker ,mr4 ,carpenter ,mr4 ,plumber ,mr4 ,butcher ,mr4 ,gardner ,mr4 ,painter ,mr4 ,walker ,each name picture of a vocation should contain the scenes which are familiar to you4 ,mr4 ,carpenter has a hammer and nails1 working at the carpenter trade2 ,mr4 ,gardner1 with hoe and spade1 is caring for his garden4 ,familiar ,name ,pictures ,there are many names which do not have a meaning and are not readily changed to suggest a picture to be associated with the ,face ,picture4 ,on the other hand1 these names will suggest ,name ,pictures with which you are thoroughly familiar4 ,they will suggest a location1 article1 place1 or some familiar fact that can be used for the ,name ,picture and which will recall the name to your mind when you see the face4 ,make it a rule to associate the unknown with the known4 ,geographical ,name ,pictures ,the first one of five groups of familiar pictures of proper names is the ,geographical group4 ,you meet a stranger by the name of ,mr4 ,lansing1 and the name immediately suggests the city of ,lansing1 ,mich4 ,if you are familiar with the city of ,lansing you can very easily make a visual picture of this person standing in some particular street or familiar corner of the city4 ,it is not necessary1 however1 to have a personal knowledge of the geographical location4 ,the picture association of a stranger's face with the geographical location will be sufficiently strong if you see him holding the map of ,michigan and pointing out the spot where ,lansing is1 or any other similar picture which may suggest itself to you4 ,use this picture for ,mr4 ,holland4 ,this name immediately suggests a picturesque country of ,europe4 ,see this strange face by a ,dutch windmill and the people in their distinctive costumes grouped around1 see motion in your picture1 the windmill turning and the people passing by4 ,illustration ,a few common geographical names follow3 ,mr4 ,birmingham 7,ala47 ,mr4 ,ogden 7,utah7 ,mr4 ,billings 7,mont47 ,mr4 ,platte 7,river7 ,mr4 ,davenport 7,ia47 ,mr4 ,cleveland 7,ohio7 ,mr4 ,lyons 7,france7 ,mr4 ,patterson 7,n4 ,j47 ,mr4 ,hudson 7,river7 ,in some cases you can make a change in the spelling of the name and in this way associate it easily with a geographical picture4 ,as3 ,mr4 ,bostrom 7,boston1 ,mass47 ,mr4 ,knoble 7,knoblesville1 ,ind47 ,mr4 ,molan 7,moline1 ,ill47 ,mr4 ,haig 7,hague1 ,holland7 ,mr4 ,jameson 7,james ,river7 ,mr4 ,bixby 7,bisbee1 ,ariz47 ,advertised ,name ,pictures ,illustration ,there are scores of proper names which1 as soon as mentioned1 will bring to your mind the picture of an object which has been constantly advertised4 ,having seen this article so often has fixed its picture and name indelibly in your mind4 ,as soon as you see the article you can without hesitation speak the name4 ,when you meet a stranger by the same name1 as you often will1 associate the ,face ,picture of the stranger with the familiar object for your ,name ,picture4 ,when you see this face again you will recall the object which you can name without difficulty4 ,for example1 the face here may be of a ,mr4 ,gillette1 who may not be familiar to you1 but if you hear the name ,gillette it suggests the picture of a ,safety ,razor4 ,when you meet a stranger by this name1 see him shaving himself with a ,gillette ,razor4 ,review your picture a few times and when you meet the man again his face will suggest your ,name ,picture and you can call his name from the object in the picture4 ,there are many opportunities to use this method1 your own city will have many familiar trade marks and signs which you can use1 as well as those nationally advertised4 ,a few examples3 ,mr4 ,hudson 7auto7 ,mr4 ,sanford 7ink7 ,mr4 ,campbell 7soups7 ,mr4 ,douglas 7shoes7 ,mr4 ,armour 7meats7 ,mr4 ,cluett 7shirts7 ,mr4 ,knox 7hat7 ,mr4 ,parker 7pens7 ,names ,suggest ,familiar ,faces ,many names immediately suggest familiar faces1 which you can name any time1 anywhere4 ,you often compare the strangers you meet with them and note the similarities4 ,constant repetition has fixed these faces so thoroughly in mind that there will be no confusion in naming them4 ,you pass a stranger on the street and some one says3 ,how much that man looks like ,lincoln1 and you reply1 ,yes1 but ,lincoln was taller and did not have such large eyes1 and his nose was entirely different in shape4 ,and ,lincoln's mouth was fuller1 too1 not so thin and straight4 ,this comparison is possible1 because of the clear1 definite picture which has been formed in your mind of ,president ,lincoln4 ,these familiar faces which you can recall so definitely in your mind's eye will be of wonderful assistance in remembering strangers by the same name4 ,practice with this picture as ,mr4 ,grant4 ,his face may be strange to you1 but the name immediately suggests a familiar face4 ,now see these two faces in the same picture1 see the familiar face looking over the face of the stranger1 see them meeting1 shaking hands1 talking1 laughing4 ,exaggerated1 moving1 unusual pictures are best4 ,see the familiar faces clearly as possible1 and compare the two2 one is tall and the other short1 one dark the other light1 one has a beard and the other has not1 etc4 ,all comparison helps to make the mind's eye picture more definite and to strengthen the associated picture through prolonged attention4 ,illustration ,historically ,known ,faces ,the faces of these familiar names are fixed in your mind by reading history1 as-- ,gen4 ,sherman ,thos4 ,jefferson ,gen4 ,kitchener ,gen4 ,lee ,geo4 ,washington ,benj4 ,franklin ,gen4 ,sheridan ,wm4 ,mc,kinley ,admiral ,dewey ,some names suggest both geographical and historical reminders4 ,for example3 ,livingston ,raleigh ,chester ,columbus ,decatur ,hannibal ,other ,well-,known ,faces ,a much larger number of names will suggest faces which have become fixed in your mind by your having seen their pictures in magazines1 papers1 cartoons1 etc42 men who are active in politics and the accomplishments of the present day4 ,these you can connect in the same way2 use the known face as the name picture2 see the two faces together2 put your mind to the comparison1 make it active1 feel interested4 ,when meeting strangers do not allow your mind to be dormant1 make it work1 this is imperative4 ,a dormant mind is impregnable2 an active mind is absorbent4 ,notice how the cartoonist observes the peculiarities of appearance and exaggerates them in his pictures2 don't be afraid to use your imagination in your mind's eye pictures for remembering men's names4 ,examples of well-known faces3 ,mr4 ,bryan ,mr4 ,balfour ,mr4 ,ford ,sen4 ,kitchen ,gen4 ,pershing ,mr4 ,edison ,mr4 ,hoover ,mr4 ,baker ,mr4 ,wright ,joe ,cannon ,mr4 ,daniels ,mr4 ,schwab ,how many of these faces can you see clearly in your mind's eye8 ,how definite are they8 ,make ,use of ,your ,friends' ,names ,the names of your friends with which you are thoroughly familiar will bring to your mind a clear visual impression4 ,you can see the face as soon as the name is mentioned1 not of the few but literally of hundreds of people4 ,learn to take advantage of this great series of ,name ,pictures1 which you can indelibly hitch to the ,face ,picture of the stranger who chances to bear the same name4 ,use the same method as before1 see the two faces clearly1 compare them to make the mind's eye picture of the friend's face definite4 ,use motion1 think1 become interested1 and every other means to make a strong1 lasting impression4 ,observe the ,facial ,appearance ,the peculiarities of appearance which are easily detected by the physical eye constitute one of the most helpful methods of associating the face and the name together4 ,you will find as you practice that this means is very often available4 ,it is not possible to take advantage of this opportunity1 however1 unless you are observing4 ,in fact1 to the unobserving person there is no peculiarity about the appearance and therefore no aid4 ,for this purpose it will pay to give considerable attention to the development of the observation4 ,you will find the stranger's appearance more and more helpful to you as you develop your ability to observe keenly the faces of the persons whom you meet4 ,many people have some distinctive or prominent characteristic which will directly suggest the name1 or with which the name may be associated4 ,illustration ,note this peculiarity of the stranger's face1 and quickly associate it with the name as you hear it4 ,use your imagination and strengthen the association as much as possible1 enlarge and make more prominent the peculiarity which you have noticed4 ,if you meet a ,mr4 ,cole and his hair is dark1 note the fact4 ,see his hair as black as coal1 in your picture4 ,imagine taking a big piece of soft coal and rubbing it over his hair to blacken it4 ,the picture here is for ,mr4 ,white2 note his snow-white hair and mustache2 note these facts carefully1 they will suggest the name immediately upon your seeing the face again4 ,sometimes you can use the whole face1 sometimes only certain peculiarities1 a deep wrinkle1 a scar1 a blemish1 etc4 ,sometimes it will be the general build of the body or the expression of character4 ,sometimes the similarity will be very noticeable4 ,other times the decided contrast will be as useful in fixing them in mind4 ,color of hair or complexion is often helpful and may be more apparent if you use the idea of changed spelling1 or taking the name as it sounds rather than as it is spelled4 ,a few examples follow3 ,mr4 ,short is a small man--short4 ,mr4 ,biggar is short and slender1 suggesting that he could be bigger4 ,mr4 ,stout--is very slender4 ,mr4 ,smiley--is stern and cross looking4 ,mr4 ,gray--has gray hair4 ,mr4 ,redman--has rosy1 pink cheeks4 ,mr4 ,molar--has a large mole7r74 ,mr4 ,fisher--has deep wrinkles1 fissures4 ,mr4 ,baldy--is very bald4 ,mr4 ,reddish--has sandy hair1 reddish4 ,mr4 ,remlinger--is bald with a rim of hair lingering4 ,mr4 ,eyer--has bright1 keen eyes4 ,mr4 ,cloes--looks close and stingy4 ,other ,helpful ,associations ,the circumstances under which you meet a stranger may easily lead you to a strong association which will impress the face and name strongly upon your mind4 ,to meet-- ,mr4 ,dombville 7dumbbell7 in a gymnasium suggests a good picture4 ,mr4 ,long--keeps you a long time talking1 and you easily remember the name when you meet him again4 ,mr4 ,pugh 7pew7 you may meet at church4 ,vocational ,hints ,something about a man's business or the things he sells may help you4 ,when you meet a man and find difficulty in picturing his name ask him what business he is in2 this is well to know and may be helpful in remembering the name4 ,all the examples given in this lesson are actual circumstances1 not flights of imagination4 ,this vocational idea is helpful because it starts you thinking about the name4 ,thought is the important factor4 ,if you will learn to think intently you will remember4 ,mr4 ,mc,cash--is employed in a bank4 ,messrs4 ,puls ,puls--are dentists4 ,mr4 ,caution--is a banker4 ,mr4 ,kamerer--sells ,kodaks 7cameras74 ,the ,thought ,channels ,the law of association is wonderful in its operations1 and the principles upon which it operates can be relied upon to help in cases where it seems almost impossible to make a picture impression4 ,the thoughts you think when you see the face will return when you see it again1 just as the conversation and other circumstances do4 ,in trying to remember names that are difficult to picture1 think intently about them1 silently ask and answer questions about the person or his name1 think of the peculiarity and just how it is spelled4 ,see the name spelled in large letters1 clear and definite4 ,the ,law of ,association will tend to recall these impressions when you see the face1 and by their aid you will in most cases be able to recall the peculiar and difficult name4 ,because a name is difficult few remember it1 and its possessor is bored to death by continually repeating and spelling it4 ,here is your greatest opportunity2 to remember this name will make a greater impression than if it were an easy one4 ,when you feel that you cannot do anything else with a name think intently about it1 make your mind active1 become interested1 stimulate some strong feeling of pleasure at meeting him1 give the impression a strong stimulus4 ,review ,is ,essential ,in an earlier chapter we found that a mind's eye picture would last for hours1 but if discarded1 or not reviewed1 it would gradually fade away1 time will inevitably erase it4 ,we also learn that to retain an impression permanently it must be reviewed several times and preferably at frequent intervals4 ,names of the people you meet1 whom you wish to remember1 must become permanent knowledge and must be reviewed or you cannot expect to accomplish the result4 ,while the visual picture can make the strongest possible impression it will not become permanently available unless reviewed4 ,this review and practice in the use of the visual faculty will gradually improve the strength of the mind's eye picture and develop the habit of attention and concentration4 ,the first review should be made shortly after the first impression1 to insure its being distinct and vivid4 ,even while talking with the party see again your name picture associated with the face4 ,most names get away from you during the first thirty seconds after hearing them4 ,quickly make your ,name ,picture1 associate it with the face and then review it4 ,after a short interval do it again2 when the party leaves call him by name and as soon as he is gone review the mind's eye picture of his ,face and ,name4 ,it is helpful to call a stranger by name during the conversation1 speaking it clearly and distinctly4 ,this will be of special value to those who have found that they are ear minded4 ,when being introduced to a group of people whose names you wish to remember1 do not go rapidly1 take a reasonable time to each name4 ,after you have met four or five find some opportunity to glance back and review the faces of their associated ,name ,pictures1 then meet a few more4 ,as soon as possible review all the names in your mind4 ,in no other way can you expect to remember a number of them4 ,at least not until you have gotten considerable practice1 and this is the way to practice4 ,methodical ,review ,best ,this review of the names of the strangers you have met is one of the very necessary links in your success4 ,you should do so each evening1 or at some other convenient time of the day4 ,quietly go over the day's experiences and recall the faces and names of all the people whom you have met4 ,each name should be reviewed several times1 by means of this review you can meet and name the stranger often enough to make his name as familiar as you wish4 ,when he meets you the second time1 you will surprise him by readily calling him by name4 ,he may say1 ,why1 how do you remember my name2 you only met me once8 ,the fact is you have met him as many times as you have visually reviewed his name and face together4 ,the most accurate method of review is to write the name of each stranger into a small note book1 or on a pad on your desk4 ,each time you review the name check it off2 after you have checked it five or six times you will be familiar with it and can dispense with further review4 ,merely to go over the list and check the names is of very little value1 the review that will get results is the visual review of your associated picture4 ,see both the name and face pictures again1 review names and faces just as you would ,house and ,clock by seeing the picture4 ,a ,review ,test ,use the pictures of men given in this chapter1 and review2 as you read each name stop a moment and see the face as clearly as possible in your mind's eye4 ,mr4 ,king ,mr4 ,smith ,mr4 ,grant ,mr4 ,perrett ,mr4 ,holland ,mr4 ,white ,mr4 ,woodhead ,mr4 ,gillette ,good ,observation ,necessary ,while it seems easy to retain a picture of the face1 yet the value of the impression for quick and accurate recognition will depend upon the observation of it4 ,the games and exercises given in the first book will have developed this faculty in the child1 but you should call his attention to the value of it here and urge the importance of making a special effort with the faces of the people whom he meets4 ,after the person1 to whom the child has been introduced1 has gone1 see how much of a description he can give you of him4 ,help him to be systematic in his observation4 ,first1 estimate his height1 weight1 and general build4 ,second1 tell the color of his hair1 eyes and complexion2 size and shape of his nose1 chin1 etc4 ,third1 how did the child like him8 ,encourage him to form a definite conclusion as to just what kind of a person the visitor is4 ,this is important and will be helpful later1 but will need careful guidance in the formative years4 ,helps which you can give in reading character should be imparted to the child4 ,tell him all that you can of how you judge and estimate people1 encourage him to study this important subject as he grows older4 ,there are very helpful and scientific books available on this subject4 ,the ability to recognize and remember people1 without regard to their name1 is based upon just this kind of an observation and study of them4 ,observation is the resulting mental image after the removal of the object from view4 ,your ability to observe people is measured by what you can definitely recall about them when they are gone4 ,recognition of them will be based upon the memory of just these points mentioned and in turn the memory1 of course1 can be no more distinct than the impressions made upon the brain while the person was before you4 ,observation then is the basis for the recognition of people1 and to improve it is of utmost importance4 ,systematic ,observation of ,faces ,there are three principal steps or points to be noticed4 ,first1 the size and general build4 ,this can be done while the person is approaching as well as at the introduction4 ,because of the similarity of faces the size and build of a person will often be the point that will insure accuracy in recognition4 ,you see a person at a meeting who looks very much like ,mr4 ,a whom you met yesterday1 but ,mr4 ,a was a tall1 slender man1 this man is of medium build1 and so the difference in size helps greatly in determining the identity4 ,when meeting a stranger get a general outline picture of him4 ,it will be helpful to make a mental comparison between the stranger and yourself1 as to size1 etc4 ,second1 the observation of the face should be especially keen and attentive1 both for purposes of recognition1 and because the face becomes the ,hitching ,post for the name4 ,when being introduced1 and during the conversation1 study the face carefully4 ,first as a whole for a general impression1 and then in detail4 ,notice the hair first1 determine its color1 condition1 heavy1 sparse1 bald or curly1 and note any peculiarity4 ,then observe the eyes1 nose1 mouth1 ears and complexion4 ,form the habit of starting at the top of the head2 be systematic2 and let the attention move from one feature to another4 ,what is the result1 how much will you later recall8 ,no more1 and in fact no less than you can now see in your mind's eye picture when you look away or close your eyes for a moment4 ,apply this test and then look back again and improve the mind's eye picture4 ,add to it as much more detail as possible4 ,be especially careful about noticing the peculiarities of this face2 any wrinkle1 blemish or oddity of any kind will be helpful in later remembering it4 ,a natural memory for faces may be good1 but it can be improved1 this kind of definite effort will get results4 ,any uncertainty in recognizing people will be largely eliminated by improved observation4 ,for practice in this observation of faces use pictures in magazines or papers as well as the faces of the people you meet4 ,third1 let the observation of the face be crystallized into a definite opinion regarding this person4 ,instead of considering him as an object of which you are trying to get an especially good mental picture1 consider him now as an individual and decide how you like him4 ,help the child to form correct opinions4 ,to know the business in which he is engaged1 place where he lives1 his avocation1 and favorite form of recreation will all aid in forming a strong and definite impression of this person4 ,it is not always possible to go to this extent1 but get as far as you can with it1 the more you succeed the more help you will have in remembering4 ,each effort will aid the memory in that particular case--and help to form the valuable habit of close observation4 ,the ,game of ,faces ,get a number of pictures of strange faces1 such as you often see of a convention1 or take them from magazines4 ,cut them apart and take five of these faces and observe them carefully4 ,make a deliberate effort to note any peculiarity of these faces or anything about them that will help you to identify them4 ,mix the five among the rest1 now run through the entire group of pictures and see if you can1 without hesitation1 pick these five from the others4 ,practice until you can do this4 ,leave these five faces out of the group and select five more2 observe these in the same manner4 ,now mix the last five with the large group and identify them as you did the first five4 ,now take the ten and shuffle them into the large group and identify them the second time4 ,divide the ten in the two original groups of five so that you have the first five and the second five separate4 ,when several children are playing this game together a score may be kept4 ,mental operation becomes habitual and such practice will help the child form the habit of close observation of faces4 ,the more difficulty he has in accomplishing this the more it shows his need of just such mental training4 ,let a week or so elapse and then go back to this same group of pictures and try the same exercise again1 urge the child to look away once or twice and to make a real effort to build up his mind's eye picture4 ,have several sets of pictures of faces so that this exercise can be continued as often as possible4 ,progress by ,practice ,to recognize people accurately and to be able to call by name is a wonderful asset in business or in social life4 ,your children can have this advantage if you will see to it that they realize its importance and make a deliberate effort while young4 ,they will easily form the habit and thank you for it all their lives4 ,the ideas and principles in this chapter should be studied by the parent and imparted to the child as he advances in years and becomes able to use them4 ,do not make the common error of waiting too long or expecting the child to get this for himself4 ,we all like to have children remember our names as well as to have elders do so4 ,the pictures which appear on the preceding pages were for the purpose of practice and should be learned4 ,the ,name ,game ,take the same pictures used in the ,face ,game1 on page #aaf1 and put the names of each on the back4 ,now learn the name of five1 making good strong name pictures1 use every idea suggested in the chapter4 ,review the five and learn five new ones1 now review the ten1 and follow this plan until you have learned not less than twenty names4 ,take the twenty learned and shuffle them and lay them one at a time on a table in front of you4 ,try to name the person instantly2 wait only a moment and if you do not recall his name1 place the card in a pile by itself4 ,go through the twenty and see how many you can name2 do this often for practice4 ,use this group every day until you are familiar with all4 ,enlarge the group by learning ten new ones each day4 ,when possible have some one hold the pictures for you4 ,try always to improve the score and also to decrease the time necessary to name the group4 ,if there is more than one person learning the names1 make a game of the idea1 each taking the picture which he names first1 seeing who can get the largest number4 ,the ,game for ,quick ,naming ,after several persons have learned the names of the pictures shuffle the cards and deal equally to the players4 ,the one to the right of the dealer lays a picture in front of the player on his right and immediately starts counting slowly from one to ten4 ,the person on his right must name the picture before the other counts ten4 ,if he succeeds in doing so he takes the card and starts a pile in front of him on the table face down4 ,if he fails1 the one on his right has an opportunity to name the face while the one showing the card again counts ten4 ,the opportunity to name this card passes on to all players1 the first one giving the correct name keeping the card and continuing the play by showing one of the dealt cards to the person on his right4 ,if no one succeeds in naming the card1 the one playing it tells the name and adds the card to his pile on the table and shows another4 ,the play continues as long as any one has any of the cards dealt4 ,when all are out each counts his pile on the table1 secured by properly naming them1 and the one having the largest number wins4 ,the ,game of ,introductions ,take a group of strange pictures and have someone show five or more to you and name them as if you were being introduced to strangers4 ,use your knowledge of how to impress the faces and names upon your mind4 ,do not pass them too quickly2 take time to be sure4 ,just this practice which you are now doing will make it possible for you to go more rapidly and at the same time to be accurate4 ,after you have been introduced to the group of pictures1 let the person hold up any one1 you naming it1 and so on through the group4 ,keep at this ,introduction ,game until you have become able to meet ten strangers and later name each4 ,think what this ability will mean to you in business and in winning the favorable attention of your fellow men4 ,carry a few small pictures in your pocket1 using odd moments in which to practice with them4 ,paste them on cards and use them while riding on the street car4 ,practice for profit4 ,suggestions to ,travelers ,traveling salesmen or others whose work takes them back to a city occasionally will find great help in keeping a written list of the names of those whom they have met in each city4 ,carry the book with you and as you are traveling towards the city1 exercise your mind by going over the list and making a visual review of the faces and names of those whom you may expect to meet when attending to your business in this city4 ,it will prove to be valuable to refresh your memory from time to time4 ,same ,principles ,involved ,the problem of remembering names is the same as remembering anything else and can be solved by the use of the same general principles4 ,attention and concentration are necessary and produced by the visual picture4 ,to recall this name at will you take advantage of the ,law of ,association1 and hitch the ,name ,picture to the ,face ,picture4 ,the face becomes our ,hitching ,post and when you see it you see with it the mind's eye picture of the name4 ,name should become permanent knowledge and this is accomplished by an occasional review until you have made a permanent impression4 ,remembering the ,initial ,it is sometimes necessary to remember the initial as well as the name4 ,often it is as hard to remember initials as it is figures1 because they have no definite meaning4 ,an inquiry as to the names which the initials stand for1 will be very helpful4 ,it is much easier to remember ,george ,henry than the initials ,g4 ,h4 ,initials which occur in alphabetical sequence are easily remembered and many times you will find that the first letter of the name continues the sequence1 as3 ,r4 ,s4 ,thompson2 ,f4 ,g4 ,hibbard2 ,d4 ,e4 ,ferris4 ,sometimes you will find the initials spelling a single word1 as ,e4 ,d4 which can be taken to represent the given name ,ed1 which is short for ,edward4 ,you will find many cases where the initials will spell a simple word such as3 ,r4 ,a4 ,gunn 7,rag74 ,p4 ,a4 ,scott 7,pas-s74 ,r4 ,i4 ,pitt 7,rip74 ,j4 ,a4 ,marks 7,jam74 ,at other times the initials will be those of names which are familiar to you because of historical1 political or other well known associations1 as3 ,s4 ,a4 ,burke--will remind you of ,samuel ,adams ,burke4 ,w4 ,j4 ,casper--will suggest ,william ,jennings ,casper4 ,there are many initials which will represent titles or well known ideas such as the names of lodges and societies3 ,d4 ,a4 ,rasmussen can easily be associated with the ,d4 ,a4 ,r4--,daughters of the ,american ,revolution4 ,c4 ,e41 ,christian ,endeavor or ,civil ,engineer4 ,d4 ,r41 ,doctor4 ,a4 ,d41 ,anno ,domini4 ,p4 ,m41 ,post ,master4 ,n4 ,w41 ,north ,west4 ,make ,initials ,into ,words ,another helpful idea is to make words beginning with the initial1 either descriptive words1 or those that can be associated with the business4 ,you meet a ,mr4 ,r4 ,e4 ,pasley in a real estate business--,r4 ,e4 ,pasley1 ,real ,estate ,pasley4 ,r4 ,i4 ,sterns 7a printer7--,red ,ink ,sterns4 ,h4 ,r4 ,paul 7hat dealer7--,hat ,retailer ,paul4 ,both ,initials ,in ,one ,word ,in many cases the two initials can be formed into the same word1 the first letter of the word being the first initial and the last letter the last initial4 ,the following are some examples3 ,h4 ,r4 ,gray4 ,his hair is gray which helps to remember his name and the initials can be made into the word ,hai,r--,hai,r ,gray4 ,l4 ,t4 ,robinson1 ,ligh,t ,robinson4 7,mr4 ,robinson is a light blond47 ,m4 ,l4 ,harber1 ,mil,l ,harber4 ,c4 ,d4 ,dauchy1 ,car,d ,dauchy4 ,the ,price ,must ,be ,paid ,you realize full well the value of the ability to call people by name4 ,you have often wished that you had this ability4 ,it is one of the priceless assets in a successful business career1 and to attain it is to reach one of the high principles of mental development4 ,the ability to remember proper names is not an exceptional gift1 but is an acquired faculty based upon the use of simple means and of personal effort4 ,knowledge is power1 but only when applied4 ,all the knowledge in the world is of no value to its possessor unless used4 ,you are successful in life just in proportion as you are using the knowledge which you have4 ,a dependable memory for names as well as faces is within your grasp4 ,the knowledge imparted in this lesson1 simple as it may seem1 has been used by thousands of business men to develop reliable memories for ,names and ,faces4 ,you will have many opportunities to prove it in the next few days4 ,be true to the method4 ,make a deliberate attempt in each case4 ,force your mind to wake up and get on the job4 ,do not be content until you have a definite association which you are going to use to remember each particular name4 ,under no circumstances allow yourself to neglect the review4 ,each review adds new strength to the impression4 ,only strong impressions can be recalled at will4 ,make it a part of your business to remember the names of the people to whom you are introduced4 ,know every customer2 if the list is a long one1 do not expect to learn them all in a week1 but do not let a day pass without fixing definitely in your mind the names of several4 ,children should learn the names of every scholar in the room and of all the teachers in the school4 ,the persistent use of this definite knowledge will accomplish results that now seem impossible4 ,it is the use of the knowledge that will bring progress4 ,he who learns and learns and acts not what he knows is like the man who plows and plows and never sows4 ,you may feel yourself handicapped in life because of a poor memory4 ,this shortcoming can reasonably be charged to a lack of right knowledge4 ,you cannot say as much for your children now4 ,what will you do to help them form the ,memory ,habit early in life8 ,do not wait for them to do this for themselves2 it should be done now4 ,you are the child's guide--you are largely his will power4 ,the responsibility is squarely up to you4 ,nature's rewards are ample4 ,you will both be fully repaid for every bit of effort4 ,nature's rewards are just4 ,you or your children will never reap the reward of a good memory until both have paid the price of effort4 ,your child ,,will grow--he cannot stand still or wait for your convenience4 ,he will form the ,habit of ,remembering or the ,habit of ,forgetting--which shall it be8 ,you can multiply the profits of his life by helping him to master his ,memory--otherwise it will master him4 ,practice is the great need4 ,play the games and develop the brain4 ,,transcriber',s ,,notes3 ,italicized words are surrounded with underscores3 italics ,emboldened words are surrounded with equals signs3 bold ,there are inconsistencies in the ,table of ,contents regarding chapters and sections1 as well as incorrect page references4 ,the ,table of ,contents is presented as it appears in the original with page references corrected4 ,obvious spelling and punctuation errors have been standardized4