MEMORY, HOW TO DEVELOP, TRAIN AND USE IT/ PART 2
CHAPTER II.
CULTIVATION OF THE MEMORY.
This
book is written with the fundamental intention and idea of pointing out a
rational and workable method whereby the memory may be developed, trained and
cultivated. Many persons seem to be under the impression that memories are
bestowed by nature, in a fixed degree or possibilities, and that little more
can be done for them—in short, that memories are born, not made. But the
fallacy of any such idea is demonstrated by the investigations and experiments
of all the leading authorities, as well as by the results obtained by persons who
have developed and cultivated their own memories by individual effort without
the assistance of an instructor. But all such improvement, to be real, must be
along certain natural lines and in accordance with the well established laws of
psychology, instead of along artificial lines and in defiance of psychological
principles. Cultivation of the memory is a far different thing from "trick
memory," or feats of mental legerdemain if the term is permissible.
Kay
says: "That the memory is capable of indefinite improvement, there can be
no manner of doubt; but with regard to the means by which this improvement is
to be effected mankind are still greatly in ignorance." Dr. Noah Porter
says: "The natural as opposed to the artificial memory depends on the
relations of sense and the relations of thought,—the spontaneous memory of the
eye and the ear availing itself of the obvious conjunctions of objects which
are furnished by space and time, and the rational memory of those higher
combinations which the rational faculties superinduce upon those lower. The
artificial memory proposes to substitute for the natural and necessary
relations under which all objects must present and arrange themselves, an
entirely new set of relations that are purely arbitrary and mechanical, which
excite little or no other interest than that they are to aid us in remembering.
It follows that if the mind tasks itself to the special effort of considering
objects under these artificial relations, it will give less attention to those
which have a direct and legitimate interest for itself." Granville says:
"The defects of most methods which have been devised and employed for
improving the memory, lies in the fact that while they serve to impress
particular subjects on the mind, they do not render the memory, as a whole,
ready or attentive." Fuller says: "Surely an art of memory may be
made more destructive to natural memory than spectacles are to eyes."
These opinions of the best authorities might be multiplied indefinitely—the
consensus of the best opinion is decidedly against the artificial systems, and
in favor of the natural ones.
Natural
systems of memory culture are based upon the fundamental conception so well
expressed by Helvetius, several centuries ago, when he said: "The extent
of the memory depends, first, on the daily use we make of it; secondly, upon
the attention with which we consider the objects we would impress upon it; and,
thirdly, upon the order in which we range our ideas." This then is the
list of the three essentials in the cultivation of the memory: (1) Use and
exercise; review and practice; (2) Attention and Interest; and (3)
Intelligent Association.
You
will find that in the several chapters of this book dealing with the various
phases of memory, we urge, first, last, and all the time, the importance of the
use and employment of the memory, in the way of employment, exercise, practice
and review work. Like any other mental faculty, or physical function, the
memory will tend to atrophy by disuse, and increase, strengthen and develop by
rational exercise and employment within the bounds of moderation. You develop a
muscle by exercise; you train any special faculty of the mind in the same way;
and you must pursue the same method in the case of the memory, if you would
develop it. Nature's laws are constant, and bear a close analogy to each other.
You will also notice the great stress that we lay upon the use of the faculty
of attention, accompanied by interest. By attention you acquire the impressions
that you file away in your mental record-file of memory. And the degree of
attention regulates the depth, clearness and strength of the impression.
Without a good record, you cannot expect to obtain a good reproduction of
it. A poor phonographic record results in a poor reproduction, and the rule
applies in the case of the memory as well. You will also notice that we explain
the laws of association, and the principles which govern the subject, as well
as the methods whereby the proper associations may be made. Every association
that you weld to an idea or an impression, serves as a cross-reference in the
index, whereby the thing is found by remembrance or recollection when it is
needed. We call your attention to the fact that one's entire education depends
for its efficiency upon this law of association. It is a most important feature
in the rational cultivation of the memory, while at the same time being the
bane of the artificial systems. Natural associations educate, while artificial
ones tend to weaken the powers of the mind, if carried to any great length.
There
is no Royal Road to Memory. The cultivation of the memory depends upon the
practice along certain scientific lines according to well established
psychological laws. Those who hope for a sure "short cut"
will be disappointed, for none such exists. As Halleck says: "The
student ought not to be disappointed to find that memory is no exception to the
rule of improvement by proper methodical and long continued exercise. There is
no royal road, no short cut, to the improvement of either mind or muscle. But
the student who follows the rules which psychology has laid down may know that
he is walking in the shortest path, and not wandering aimlessly about. Using
these rules, he will advance much faster than those without chart, compass, or
pilot. He will find mnemonics of extremely limited use. Improvement comes by
orderly steps. Methods that dazzle at first sight never give solid
results."
The
student is urged to pay attention to what we have to say in other chapters of
the book upon the subjects of attention and association. It is not necessary to
state here the particulars that we mention there. The cultivation of the
attention is a prerequisite for good memory, and deficiency in this respect
means deficiency not only in the field of memory but also in the general field
of mental work. In all branches of The New Psychology there is found a
constant repetition of the injunction to cultivate the faculty of attention and
concentration. Halleck says: "Haziness of perception lies at the root of
many a bad memory. If perception is definite, the first step has been taken
toward insuring a good memory. If the first impression is vivid, its effect upon
the brain cells is more lasting. All persons ought to practice their
visualizing power. This will react upon perception and make it more definite.
Visualizing will also form a brain habit of remembering things pictorially, and
hence more exactly."
The subject
of association must also receive its proper share of attention, for it is by
means of association that the stored away records of the memory may be
recovered or re-collected. As Blackie says: "Nothing helps the mind so
much as order and classification. Classes are few, individuals many: to know
the class well is to know what is most essential in the character of the
individual, and what burdens the memory least to retain." And as Halleck
says regarding the subject of association by relation: "Whenever we can
discover any relation between facts, it is far easier to remember them. The
intelligent law of memory may be summed up in these words: Endeavor to link by
some thought relation each new mental acquisition to an old one. Bind new facts
to other facts by relations of similarity, cause and effect, whole and part, or
by any logical relation, and we shall find that when an idea occurs to us, a
host of related ideas will flow into the mind. If we wish to prepare a speech
or write an article on any subject, pertinent illustrations will suggest
themselves. The person whose memory is merely contiguous will wonder how we
think of them."
In
your study for the cultivation of the memory, along the lines laid down in this
book, you have read the first chapter thereof and have informed yourself
thoroughly regarding the importance of the memory to the individual, and what a
large part it plays in the entire work of the mind. Now carefully read the
third chapter and acquaint yourself with the possibilities in the direction of
cultivating the memory to a high degree, as evidenced by the instances related
of the extreme case of development noted therein. Then study the chapter
on memory systems, and realize that the only true method is the natural method,
which requires work, patience and practice—then make up your mind that you will
follow this plan as far as it will take you. Then acquaint yourself with the
secret of memory—the subconscious region of the mind, in which the records of
memory are kept, stored away and indexed, and in which the little mental
office-boys are busily at work. This will give you the key to the method. Then
take up the two chapters on attention, and association, respectively, and
acquaint yourself with these important principles. Then study the chapter on
the phases of memory, and take mental stock of yourself, determining in which
phase of memory you are strongest, and in which you need development. Then read
the two chapters on training the eye and ear, respectively—you need this
instruction. Then read over the several chapters on the training of the special
phases of the memory, whether you need them or not—you may find something of
importance in them. Then read the concluding chapter, which gives you some
general advice and parting instruction. Then return to the chapters dealing
with the particular phases of memory in which you have decided to develop
yourself, studying the details of the instruction carefully until you know
every point of it. Then, most important of all—get to work. The rest is
a matter of practice, practice, practice, and rehearsal. Go back to the
chapters from time to time, and refresh your mind regarding the details.
Re-read each chapter at intervals. Make the book your own, in every sense of
the word, by absorbing its contents.
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