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How
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mem o r v
s v ste
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The
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book
is in
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http://www.archive.org/details/cu31924029039034
HOW
TO REMEMBER
HOW TO REMEMBER
WITHOUT MEMORY SYSTEMS OR WITH THEM
EUSTACE
H.
MILES,
M.A.
FORMERLY SCHOLAR OF KING'S COLLEGE, CAMBRIDGE HONOURS COACH IN CLASSICS AND ANCIENT HISTORY AT CAMBRIDGE UNIVERSITY
AUTHOR OF
'THE POWER OF CONCENTRATION,' 'HOW TO PREPARE ESSAYS,' ETC
LONDON
FREDERICK WARNE
AND NEW YORK
[All Rights Reserved)
& CO.
\\
if
-1
This Book
is
Dedicated
G.
F.
STOUT,
Esq.,
M.A.
CONTENTS.
PAGE
Preface
xi
PART
ECTIONS
I.
I.
Introductory.
II.
III.
The Value of Memory The Ideal Way of Learning and Remembering Some Hindrances to Memory, or Why we Forget
3
ii
14
PART
IV.
II.
An
Instance
Learnt
.
and
.
Remembered
.
without
.
Memory-Systems
V.
The Same
Systems
Instance
.
Remembered
....
with
.21
31
Memory-
PART
The Helps
Systems:
to
in Detail,
III.
CONTENTS
XII. XIII.
81 87
XIV. Rough Outline and Framework XV. To Realise XVI. Carefully to Study and Analyse the Parts XVII. Common Sense and a priori Reasoning
XVIII. Comparisons
.
89
9i
98
100 102
107
XIX. Contrasts XX. To Teach Others XXI. Repetition and the Returnee
no
.
113
PART
IV.
XXVII. To
Initialise,
.....
.
. .
(the Cabal-System)
XXVIII. Blend-Words (the Brunch- System) XXIX. Absurdities and Humour XXX. Rhyme and Alliteration
....
.
.
.
Whole
142
.
150
152 153
.157
,
XXXIV.
PART
The Systems Applied
XXXV. Maps and Plans XXXVI. Numbers and Dates
V.
to
...
.
Various Subjects.
l67 7
1?
CONTENTS
SECTIONS
ix
PAGE
.
.
.184 .186
PART
Practice,
VI.
XXXIX.
Practice,
and
How
to Practise
.
. .
191
197
PART
VII.
The Raisons d'fitre, and the Advantages of Good Methods and Systems, when Rightly Used.
XLI. Reasons and Justifications . . . XLII. A Passage from the New Testament XLI 1 1. Advantages of Remembering, especially by Means of the Systems XLIV. Advantages for Special Purposes and Subjects XLV. Advantages for Special Classes XLVI. Advantages for Special Powers and Faculties
.
PART
VIII.
XLVI I.
XLVIII.
245
A Few
Reference Books
.266
'
PREFACE.
POSTERITY
the easiest
to
profit
will scarcely believe that this generation
its
eyes so
many
clear lessons
on
ways of remembering, and that it failed by these lessons. So far behind our
The former
and
in
The
what
Now,
setting
aside
the consideration
of
the Advertisements
teach,
they teach,
results,
we
which
if
unused or
Thus our power of remembering by means of Rhythms and Rhymes was surely intended
to be applied to
all
worth
re-
class of
them.
of
Memory
low
and degrading:
if
not in so
many
is
xii
PREFACE
the schoolboy to be the veriest parrot or phonograph, accurately reproducing his text-book or his
teacher's
what they mean or how they can be applied, than 'aid to for him to make use of any artificial different Memory -Systems', however memory'.
'
from
one
another
or
in
they
their
may
be
in
their
all
main
characteristics
details,
are
grouped
by heart
'
'
'
heart
'
forsooth
by heart
'
kinds
am
speaking here
of Education.
As
is
not
in-
a mere collection of
cluded,
are
'
Systems
' '
:
Systems
it is
'
are
it
is
true,
'
and among
these,
true, there
Systems
will
been,
which can be, and frequently have most shamefully misused. But the careful
notice that
reader
these
'
Systems
'
come
in
moreover he
'
will
all
necessarily
short cuts
candidly admit that even short cuts are not always an unmitigated curse.
will
and he
PREFACE
xiii
I ask the reader to come to the book with a determination to hear at least a part of it before he decides against it I ask him, for instance, to do
:
me
the
favour
of
reading
II.
'
through
the
example
(this
actually
and the
if
answers
will
still
to objections,
in Section
XLVII.
then,
he
go on,
let
him glance
at the advantages
he
will
his
reasoning
some
of the suggestions
demand
as
their right
intelligence
than to
I
and common sense and experience, rather the statements of any celebrated authority.
Italy
shall
to
is
left ?
'
'
He
',
will at
it ?
'
does.
But
shall say,
'
why
know
He
',
will
answer
:
a thing
'
already
to
I
me
it is
shall say,
is
there
only
few
any reason why you should confine instances this excellent method
to of
remembering one thing by means of a second thing which is like it, and which is more familiar to you
(see the
System
in
Section
XXV.) than
',
the
'
first
thing
is ?
Is there
any reason
shall ask,
why
xiv
PREFACE
you should not remember the shape of England by a similar method? Is there any reason why you should not find out for yourself something which
looks like England in shape, but
is
more
familiar to
map
any reason why you should refuse to use this plan until you have seen it applied to England by some one else, e.g. in a Geography
England
is ?
Is there
Book
and
'
He
will
is
no
reason,
I will
out
this
Again,
riddles.
will
will
He
'
with
Why
'
admit
that he cannot
?
What
does the
faculty
of seeing puns
is
'
mean
What
the
'
is
a
'
pun
'
What
'
there
to
connect
words
examination
and
'
eggs-hammy-nation
'
',
idiosyn'
crasies
'
and
'
hideous-ink-races
',
incolarum
and
ink-alarum
There
is
rhythm.
grass
'
In the case of
asparagus
is
'
and
'
sparrow-
also
some connexion
of meaning.
Now,
if
meaning)
as puns
may
be used
and riddles, why should they not be used for remembering things which are worth remembering?
If
we have such a
'faculty'
that
we cannot
help
seeing the connexion between these words (or rather that we can scarcely succeed in forgetting it), why
should
we not
turn the
'
faculty
'
' '
PREFACE
channel
(as
in
it
xv
the
above
mentioned
that
System) ?
should
re-
Why
it
should
not be employed?
Why
may
member
easily
things
for
us
both
quickly
and
and surely?
Why
a torture
Is
analogous
(it
this a
degradation
faculties
'
would suggest a
similar instance of a
viz.
'
faculty
XXX., XXXI., XXXIIL). Why is it such a sentence as The Pickwick, Owl, and
fail
may
'
They come as a boon and a blessing to men The Pickwick, the Owl, and the Waverley Pen'
Of
course
the
Allitera-
tion of boon,
is
'
Then
faculties
to a serviceable end
out, leisurely
Let
this question
be thought
I
and without
bias.
will
'
Look into mind and see what ideas omnibus do you think,
'
:
xvi
PREFACE
by way of
trains,?
Tottenham Court Road or Piccadilly, and, contrast, of trams and cars and cabs and
try as
he
will
'
in
word
omni-
bus
',
mud
:
from a
boot
No.
and
shall
we
refuse to turn
them to a
fine
employment?
materials
We
of
like
'
vast
heaps
which
things in a lumber-room
for
using them as a
sure
to
means
'
faculties
easy and
we wish
?
remember.
Would
'
be
'
'
low
'
to apply these In
faculties
we cannot think
has
would.
My
plan,
then,
been
all
to
examples
of things
which
or
member very easily and surely; to examine why we remember them and then to see what methods and means of remembering may be suggested by
;
these examples.
have
classified
and
may
suits
make experiments for himself; then adopt and employ just whichever
him
PREFACE
best for
xvii
and meanwhile
if
he
practise
one
by
one,
so
as
to
So
and
little
classify,
the reader
how to apply for himself, those methods and means which most of us have already found
valuable without knowing why.
I
and
shall
be very
he
will let
me know where
the
weak points
seem
to
lie.
Any
most welcome.
As
them,
to
the
Headings which
have chosen as
and
'
Systems
Part
'.
of
Rome's Success
value to
all
(in
II.)
who
care to
succeeded or failed
or
it
in the past or
likely to succeed
I
fail in
the future.
The
list
of foods which
find
better to avoid
may
also be of use.
will
But the
reader's
remembered
place
and the
xviii
PREFACE
of learning will include the selection and the
way
and the arrangement of ideas or Headings, the thorough realising of the ideas or Headings themselves and of their connexion with one another
rejection
'
'
fore,
any such connexion can be found). This, therewith some other helps, will be found in a prominent part of the book, followed by suggestions
(if
For
details
on these
must
what
Even here I have tried to bear in mind that the same methods and helps do not suit all people equally well. Some, for instance, will like to repeat certain Headings as ideas, others to repeat them as
pictures in the mind, others to repeat
seen, others to repeat
them
as words
others to recall
them
impressions
'
of these Headings.
is
And,
here,
'
if
noticeable
to the
it is still
'.
Systems
try
For
I
Systems that
reason
and then choose for himself. I have advised the reader, still further on, not to confine himself to any one single System however
'
may
',
well
*
it
may
suit
all
fair
How to
'
Letters
(Rivingtons).
: '
PREFACE
trial,
xix
'
to practise at odd
is
in
'
which he
'
System according
'
to
the nature
'
of his subject :
the
for
instance, to use
Links
be
of
on.
'
Initialising
'
for
list
Exercises
for
in
the
morning,
and so
I
'
Again,
the
have
',
Systems
on the
principle of having
one bow,
two Systems I have just mentioned but have not recommended very heartily for instance,
or
' '
One
the
Localising-system.
suit
This
is
partly because
it
me personally; but there may be some individuals whom such a System may suit
does not
'
'
admirably.
how
to
practise
offer advice as
:
for
must be
all
Principles of Practice
which
will
apply to
to
writing,
insist
or
teaching,
or
to
athletics.
And
and steady practice on the right lines as a sine qud non of success here and everywhere. One of the most astounding and incredible results
on
fair
of such practice of
in
some of
the
'
Systems
'
has been,
I
my own
have
been able to dispense with the Systems altogether I came to apply them more and more rapidly every
week,
till
now
find
that
am
often
barely con-
'
xx
scious
if
PREFACE
at
all
Such a
where the good player must see at any rate most of the notes, and yet may cease to be conscious of
seeing
them.
or
'
memory
will
work
to
almost
'
quite
automatically
according
System
like the
to
be believed.
only shows
how
little
weight
the
memory.
than
it
My memory
used to be.
I
is
have taken
and helps
for
the
memory, and
'
Systems
have enforced
disad-
vantages of forgetting.
methods and
helps,
Systems
'.
have
tried to vindicate
many
and
they are
against nature
'
unwilling
*
forgetfulness
be
considered as the
definition of
nature
').
me now
as
Having given some idea of what the book is, let say what it is not. It is not a book for those who may be described
having genius -memories, who remember excel-
'
PREFACE
lently
xxi
by a
sort of natural
things excellently,
scious instinct
;
and unconscious instinct, games excellently, or do othei by a sort of natural and unconare,
such people
almost invariably,
ignorant of
ber
is all. But even for them, and perhaps them than for any others, this book may be a help, if they at any time are called upon to
that
for
more
teach others.
ive
It is
then above
to
fail
all
genius
is
wont
so
ignominiously
he
cannot
he
the
himself
flies
without pause
Nor does
fast
'
this
'
System
as
insists
on
fair
personal experiment
by the
individual,
and on a
fittest
for
Nor does
tions
:
it
profess to be a
book
free
from objec-
XLVII.
to
foil,
make
of
a formidable array,
are
some
them
Nor, again,
book, except
suggestion
in
for the
its
examples,
its
arrangement,
and
its
'
'
Systems
Principles of
Practice',
features.
This book
advocate a
mere parrotthis
memory:
in
xxii
PREFACE
wherever
it it
is
feasible to
do
so.
And
how
to
does not
give
much
instruction
as to
learn
verbatim: though
XXXVIII.).
It
It
itself
which
are to be remembered.
who
places
say,
have
blamed a
lists
it
:
'
Memory-System
because
by means of
quite
is
'
lists
are
useless.
Memorythe
System
persons
not
to
blame
but
rather
who impose
it.
the task or
who
voluntarily
undertake
If a
man
uses
my
is
suggestions for
all
world of information
that
nothing to do
with me.
That
is
task-masters
work does not cram itself with the technical terms of Psychology and Physiology. Let me just show the reader what he has
Last, but not least, this
escaped
'
:
identical
with the protoplasmic substance of the nerve cells the latter being simply " nucleated enlargements of
the
axial
cylinder "
'.
will
not
mention
the
author's name.
PREFACE
Let me,
to
all
xxiii
once more,
open
his
mind and
which we
as
try,
we may.
and
I
While
to criticise
my
methods as
freely as
he can,
also
ask him to
less free-
examine
into, to try,
and to
criticise
with no
dom
they were
if
The
by
rote,
by
the sounds
and ideas
kind,
it
but
it may be very excellent discipline of a may show our national bull-dog persistency God meant us to be something more than
:
of
persistent
faculties
He
gave us our
of
association,
being
impressed
by
similarities
but that
relieve
we might let them perish from atrophy, we might make them valuable servants to us of much of our drudgery and to give us
life.
And
as to
The question here is not, believe me, what methods we use by nature, nor what methods we use by habit
and custom,
for a large part of these
methods may
xxiv
PREFACE
relic
is
be a
rather
of backward
ages.
No,
will
the
question
this:
individuals,
actually
help
the
to
remember
things which they wish to remember, most quickly, most easily, and, if it be required, most permanently,
and with the greatest benefit to and moral powers, so that they
possible
their
intellectual
may
uses
those
which as animals
must undoubtedly
This
is
possess'.
:
is
not
subject
no thought, no
for considera-
have suggested
which
may
It
remains
for
upon these
wrong.
ideas,
am
EUSTACE
King's College, Cambridge.
H. MILES.
PART
SECTIONS
I.
I.
INTRODUCTORY.
II.
...13
.
.
rACE
11
III.
,,,,..
I
'
shall
teach
'
and
'
learn
but
wish them to be
wish them,
and learning
for
in their
ordinary senses.
in
which one
tries
to
understand
in
fact,
what he says or
writes.
SECTION
I.
If
we were deprived
:
we
breathe,
we
should die
air.
it is
this
ordinary
Why
so
this ?
Because
so
it is
ordinary, because
life
much
that
we
take
it for
it
granted.
And
it is
with memory.
think of
it,
We
use
so constantly that
it
we seldom
and we
never give
we
to
owe
us
it
to
it
indeed,
it
we can only
to
it
realise
what
it is
if is
we imagine
us.
So
with health, so
:
with
many
other of the
when we have them, we do not look upon them as blessings: when we have lost them, we look upon their loss as a curse. Try to picture yourself without memory, and then you will learn to realise its value suppose you could not remember about anything which you or anyone
greatest blessings
:
had ever touched or tasted or heard or seen or thought or said or done now imagine yourself going you knock against a wall why ? out for a walk
else
:
because you do not remember that a wall is hard. You are hungry you cannot remember what you even if instinct did before when you were hungry prompts you to eat, you will not remember what to
:
eat
you
will
mud
or a stone.
'
HOW
if
TO
REMEMBER
no house
it
As Mr.
was
could be built
laid.
So much
tages, to
for
human
:
being
would be a miserable
play any
failure
and imagine
yourself trying to
entirely lost
game
after
you had
your
memory
all
gone hope
for ever.
Nay
But surely
Yes, but
foundation
will
is
in
memory
you cannot
hope of that
Let
me go
a step
you can
re-
arrange certain things which you have heard or seen, you can alter them, add to them, or take from them,
but these things themselves, out of which you make your new picture, must be remembered, consciously
or half-consciously or practically unconsciously, or
else
you
will
picture.
Just
try:
imagine
picture
its
cottage perched on a
cliff,
you
will
were
which
is
Let us look
success
in
at a
life
intercourse,
pleasure
mere
the
all
mean
all
all
right
action.
in
Take away
the past, of
memory
others,
of
good thoughts
good words,
good
and of
all
also the
memory
of
bad
memory
now
and
lie
:
it is chiefly in the number we can remember (feelings, sights, and sounds, and so on), and in the number of different uses to which we can put the memories of We these things, that we excel the brute-beasts. only by our versatile say, not that is to excel them, memory in itself, but also by the many wonderful
experiences, and
lessons,
and materials
for
every
memory
puts into
HOW
We
TO REMEMBER
memory
direction
:
as
absolutely
essential to progress in
'
any
',
'
day
also
that,
memory, we can
can
improve
our progress
we
make our
me
state here
my
firm belief
of
that (to
combinations
more or
(iii)
by
itself,
to almost
any extent;
that
that the
all
way
to
is
of
to find out
and then
(v)
And
(a)
as to practice,
it is
very essential
to practise only
one kind of
it
memory at a time
to
in the right
way,
very slowly,
and
and
again and
by
itself,
memory
again
less
it
is
well
worth while.
This seems to
me
THE VALUE OF MEMORY
it is
the
way by
learnt to take
back-handers at
Tennis
began by giving
my
in
By
1.
this
several stages
We
:
of will to do the
thing
there
may
we have
But,
by
degrees,
we no
effort of will,
though we are
still
but at intervals
4.
it
we
it
appears as if
We
to
have to
more,
5.
it
tell this
to do;
nay
it :
he does
1),
we
we cannot
I
'
saw a good
declaring the
inn-
instance once.
innings closed
a fine cricketer
others
'
have
:
a knock
'.
But
it
he
HOW
TO REMEMBER
bowl him, but the good
He was
(/)
',
the servant
went on doing
it
When
this
one memory by
itself
has been
by
itself
a similar way.
(g)
Then
;
nately
and so on.
shall
speak more
fully in Sections
XXXIX.
A NOTE ON THE VARIOUS MEANINGS OF THE WORD 'MEMORY', AND ON THE USE OF THE
WORD
'FACULTY'.
this
Throughout
different
kinds of
book I shall speak of Memory and not of Memories though many would rightly
;
When we see a thing, we see it by means of the eye, and the nerves leading from the eye to the brain, and the brain itself: when we hear a thing, we hear it by means of the ear, and the nerves leading from the ear to the brain, and the brain itself. Thus we see by one means and we hear by another, and so it is, to some extent, when we remember.
The things which we have seen we can (I believe) scarcely remember except by means of both the brain and the nerves between the brain and the eye and the things which we have heard we can scarcely remember except by means of both the brain and the nerves between the brain and the ear so I regard
;
memory of things seen as to some extent memory from the memory of things heard.
the
a different kind of
It is
true
that seeing
'
at least partly
due
to
motions
and
(ii) that the two memories very often work together and help each other (see below) ; and
(iii) that the brain is generally held to be at work in both kinds of memories ; but, for the purposes not merely of remembering but also of learning a thing, it is essential to treat the
two memories as
to
for
we can remember
of a sound, and vice versd. To take a familiar instance, some people can remember poetry almost entirely by seeing the words in front of them, written as
memory
were before their mind's eye, whereas others remember poetry almost entirely by its sound (so that they do not necessarily understand a word of it). Here, then, there are two
it
memories., though
both,
most people learn poetry by using them and also by the help of a somewhat different memory,
which for the present we may call the memory of meanings. For convenience, then, I shall use the term 'Memory' rather than Memories in spite of the fact that the memory of the eye, for example, is to some extent distinct from the memory of the ear. Another reason, besides convenience, is that it is
' ',
memory into distinct parts. we hear a cricket-ball hit, but cannot see the hitter, we may think we only hear a sound but we We remember, perhaps so really do far more than this.
frequently impossible to analyse the
Thus when
in the distance
rapidly or so dimly as not to feel it, the sight or the motion of a player hitting the ball with a bat the applause which follows does not come as a mere sound it also has its associations. And as the original impression made by the cricket-stroke is 'complex', so the memory of the cricket-stroke will be 'com:
plex'.
It
may
even
call
So if we think of having touched ice with a needle, the memory need not be the mere memory of touch, for there may be the memory of the appearance of the ice, and of the sound The three or more memories, however, that the needle made.
are to
all
intents
into one.*
i.
p. 92.
'
io
HOW
The
TO
REMEMBER
'
Memory
',
has
other drawbacks.
to distinguish, to
often possible
etc.,
it
memory,
as
There are some who say that to have ever seen or heard anything implies that it has left an impression upon us, upon the cells of our body, and that therefore we must remember it so long as we live. This in a sense is true, but it is a stretching
word Memory beyond its normal limits. Most people, however, would say that we must remember anything that we have once learnt even if at the moment we cannot recall it. It may be a mere jingle of sounds, but there
of the
' '
'
'
',
it is
would be that of things which we have not only 'learnt' but have also understood. maybe said to
A higher memory
We
remember these things even if we cannot recall them all at any required moment. We may be said to 'know these things, and 'knowledge' presupposes Memory. More useful still are those things which we can recall at any required moment these things we may be said to remember
1
:
in
fuller sense.
still
we remember those things which and understood and can recall at any required moment, but which we can also use and apply. This
In a
fuller sense, again,
learnt
list.
In spite of these disadvantages, however, I have preferred to use the word Memory '. I may have been wrong in doing so, but I felt that the Plural ' Memories ' would be perpetually tripping up the reader as he moved through this book, which,
'
from its very nature, is bound to be quite hard enough already. I have also used the word Faculty very frequently, without intending it to have any technical sense of a special faculty of the mind. I have often preferred it to the word capability which I might have used.
'
'
'
',
SECTION
II.
THE IDEAL
WAY
OF LEARNING
AND REMEMBERING.
It
may
i.
way
possible
2.
should like to remember the greatest number of good and useful things.* We want to remember these things with the
possible
rapidity,
We
greatest
expenditure of time.
that a
little
Here
must be remembered
first
stages
may
and
The
;
greatest
possible ease
and
facility,
effort,
are also to be
and also
greatest
full
the
accuracy
and
certainty
(with
regard to the
number
of things to be
remem-
bered and,
if
chance of mistake or
failure.
We
make
and
it
must be bome
in
mind
things,
that
my main
it
object
how
to
remember
taking
for
Tt is
my main
object to
tell
the reader
what
to
remember.
12
HOW
6.
TO
REMEMBER
it
The way
be
full
be dull
7.
must not
must
it
be an annoying drudgery.
but
it
should bring
We
want
to
delegate as
much
as
possible
We
been
want
to
little
sound
like
each
other
a faculty which
is
often
misused
8.
for the
purpose of punning.
in
There are
also,
used, or unused,
an
'
omnibus
',
which
have
been unused
see the
Preface).
9.
Above
all
and remember
best,
know just exactly what the processes are, so that at first we may learn and remember by a conscious
effort
of
will,
if
which
will
soon,
however, become
unnecessary,
we
practise properly.
:
This
is
for,
unless
we
know each
we cannot
practise
13
'
is
the secret of
its first
stages.
Again,
if
we do not know
i.e.
exactly
how
to learn
and remember,
to
and remembering,
teach and
to
step by step,
member ?
SECTION
III.
How
it
is it
that
we
How
is
that
I
we
often find
so hard to
remember ?
which
I
will try to
same time
offered
have
hints
as
to
how
is
the
deficiencies
can be
remedied.
(i)
Bad
health (VI.)
the
commonest cause
of bad
fulness.
(ii)
Muscular tension
conditions
Bad
little
(VI.),
room
with
(iii)
Want of
while
we
turn
are
learning
things, however,
all
(see VII.).
And
generally
due to a number of causes acting together. (iv) We may feel no interest in the subject
VIII.); and hence
(see
we
shall be, as
it
were, writing
our
ideas in water
lightly
instead
of
in
ink,
engraving
them
deep.
(v)
Perhaps, again,
we have not
so, it
systematically
collected
list.
Or,
we have done
may
well be that
15
our
list is
too large:
true,
Wanted
Or, even
if all
complied
with,
good
of
health,
good environthere
Headings, and
selection
Headings,
for
still
in
a good order;
failed to find out the causes
we may have
:
and other connexions between the various ideas (XIII.) though this does not apply to all subject? which have to be learnt or remembered.
(ix)
Again, possibly
in
we started the details (XIV.) we may not have realised our subject, by forming vivid mental pictures (XV.)
or
especi-
(xi)
these parts
made our notions about many of may be still vague and misty (XVI.). (xii) Common sense is a wonderful help to the memory (see (XVII.): we may, perhaps, have
neglected to use
it
at
all,
for the
'
ideas of others
swallowed undi-
gested
'.
(xiii)
of Comparisons (see
XVIII.), or of
HOW
TO REMEMBER
towards learning
that itself would
and remembering?
(xv)
If so, then
failure.
To have
tried
to
teach
Or
is
it
wrong way?
For there
as
a wrong
way
of repeating, as well
a right
way.
(xvii)
The
ideas
may have
offered
many
useful
and there may have been many (xviii) things which one knew already (XXV.)
which one might have attached the new
(xix) In
ideas.
to
system or systems at
all
(see
directed.
(xx) No attempt has been made to find out which are your strongest kinds of memory, for instance the
memory
same
and to use
these,
and, at the
time,
memory,
and to
(xxii)
memory
cultivate
and practise
these.
kind,
Probably the thought of practice of any and especially of the right kind (XXXIX.),
i>
never
entered into
your head,
rejected
or,
'
if
it
has,
been
'.
immediately
as
not
worth
(xxiii)
Many
exceedingly
useful
faculties
that
if
not fatal
idle:
when
there
is
See
XXX.
and XXXI.
(xxiv)
Unused
or
little
used, moreover,
may have
is
as richly
Be
;
both
these
faculties
and
to a
these
good better and nobler there are few uses to and use which we can put them than the help of the
materials are ours that
forgetfulness.
how we remember,
still less
or
how
we can
best
remember
special knowledge.
Still less
No we
:
unlearnt,
have certainly left undone, unconsidered, and unemployed, a very great deal that
HOW
TO
REMEMBER
the
memory and
many
grievous results
we can
PART
SECTIONS
II.
TAGB
IV.
...
21
V.
....
31
SECTION
IV.
GENERAL
if
not best
From
may
be shown, and
general principle
may
illustrated
by additional
instances.
After
much
deliberation
'
decided on
'
The Causes
of Rome's Success
and remembered
then
(first
with
'
them).
apparently
Scholastic
ready to
hand.
this
As
one
a Coach at
topic, at
Cambridge,
rate,
determined that
should
not
any
my
pupils
this
example
(or
any
I
as
many
other good
qud non.
Of
these
shall
II.
Concentrated attention
is
22
HOW
aside
TO REMEMBER
all
fix
this.
You do
not care
If
As
to
succeeded.
In order, then, to be able to fix your attention on
it
should have
III.
an
interest
and an
I
In a work which
I
am
am
trying to emphasise
it
some of the
of us.
I
points of
interest that
has for
all
select a
few
here:
(a)
If
we
learn
Rome
suc-
ceeded, then
we
why England
many
evils.
Indirectly,
the
lesson
will
teach
us
many
reasons
(c)
a serious considera-
tion;
(d)
Companies, or
This would
be worth knowing.
But
still
if
;'
23
Why
failed
for
Why
or
How
can / succeed
how am
likely to fail
in
it
so that
special
it
will
now have
And
(_/")
points will
:
for
example, a consideration of
;
() the
empire
(Jt)
(1)
(_/)
(k)
best, as
finest
(/)
Roman
Religion
it
and so
on.
if
will
we
Rome
with our
own Nation
for
example, America
But
this is
not
all
(m) There
may
be
other
motives
to
give
the
subject an interest.
Why
Is
it
up that theme?
store his
contrast, inference,
and so on
May
not success in
some Examination, and the consequent reputation, or position, or money, have something to do with it ?
Let
me add
another point.
24
HOW
()
TO
REMEMBER
may
save
To
much
History.
Later on he
will
come
to Augustus,
one of
of in
we know
History.
same
features in
learnt
more
fitted
to
the
Government
of his country, but he will also save himself toilsome learning in the future.
(p)
much
for
Let
me add
is
that
he
:
will
have a topic
reflection at
it
odd moments
he
may
often be glad of
while he
will
now have
its
IV. to
collect ideas, as
Headings
he
will
not go
straight to
his
first
common
com-
To
this collection
he
will
add by reading,
etc.
list
of Nations'
collect
how easy
it
would
be to
the
25
own
collected
it
Headings would
would
to
not, for
list.
Perhaps
purposes, be worth
while
study and
all of the
Headings.
reject others.
He
might, therefore,
some, and
He would
select the
to remember,
and he would
reject
some of the
easiest to
Though
this last
He might find out which Headings were hardest and which were easiest by an experiment he might try to reproduce the list, and then see which Head-
So
far the
Headings would
still
be
in
any
order.
VII. But
it
Headings
and
if
possible
as
single
Roads,
Colonies, Senate.
As
XII.,
to the best
and
also
'
How
(Rivingtons).
Here one must be brief: one might group the Headings under great Main Headings. Thus we
might have
(A) State of the World's Civilisation then
(B) Geography and (C) the
its
Effects
(D) the
Romans Romans
themselves.
26
HOW
We
notice
TO
(B)
REMEMBER
gives
that
Geography and
its
effects.
effects,
'.
causes, hin-
and other
'
real
connexions
This will be
learning and
remembering,
IX.
made, a
from
details.
This
Now
it
is
all
Grasp
this
thoroughly
but
the
question
is
'
How?'
X. Of a
truth, to realise a thing
feel
is
battle.
We
is
as
if
we must remember an
it
willy-nilly, if
What To
of us
this realising,
then?
it
great
so
little
extent
consists
in
what most
are as
do
much and
so
well
(alas
when we
!)
young, so
older
:
and so badly
we grow
viz.
mind.
You
tell
the child sees the ogre (perhaps not your ogre but
his or hers
!)
moments
face
'
27
called) in our
or (as
'.
it is
sometimes
Pictures,
will
living
and a moving
life
reality,
if
we
could only
of the
'
being, or
us.
would help
As we
let it
not merely
let
be a word or words
let
it
it.
be a picture, and
'
us
Imagine
',
for instance,
XI.
It will also
its
help us to realise,
if
we
divide the
whole into
separately.
parts,
analysing
the
is
to
ask
ques-
making
'
ourselves
cruellest
Examiners
rolled into
hills
and the most conscientious Examinees What effect had the seven one.
upon
to
Rome's success
monies
succeed
'
'
why
?
These elaborate
they
help
the
religious cere-
did
Romans
word like how it any idea of 'organisation', without having were; e.g. military parts showed itself, what its
are too apt to be content with a
We
' :
28
HOW
TO
REMEMBER
discipline, Religion,
of the family.
XII. Of common sense and 'a priori' reasoning Why would any people we have already spoken. succeed ? When should we expect them to succeed ? For surely we need not go to a History Book, as so many do in their unthinking haste, to know that
'
we only had
tell
'
eyes to see
a
',
a plan of Rome, a
Map
would
of Italy, and
Map
of the
Mediterranean,
forget.
'
us a tale that
'
We have so many
in our minds, and, if we could but learn we should save an enormous amount
to use them,
of drudgery.
For example, every one knows about Cato; now he was a type of the best Roman of his day brave,
and so on.
it
This
is
would be easy
the
for a child to
draw inferences as
to
why
Romans
succeeded.
class
the
may
as
we have
seen
where
29
and
will
and to
re-
member
selves
would
Why
Billiard-player
and brain and muscles all work in harmony. Why have many other players succeeded ? Because they
have practised patiently and slowly,
e.g.
at
till
first,
and
they have
made
what may be
Or we might
and analogies
one, so
when
tied into
also Contrasts,
may
Why
did
Rome
Why
failed,
any Com-
When you
ever you
are working
by
yourself,
it
may
:
not
if
but,
come
to teach those
who
trasts
will
XV. Teaching
others, however,
whether
it
be by
30 learner:
it
HOW
TO REMEMBER
On
agreed.
Repetition
XVI. Teaching, among other things, is a form : you repeat what you know, or you try
it
of to
repeat
fail.
it
once.
you must then divide the subject into parts. Now take Part I., and master that ; for instance, realise it
then attack
again,
to
III.,
II.,
but, before
you attack
it,
go over
I.
make
but
sure
of
it.
After mastering
I.
II.,
attack
first
go over
and
II.
again.
And
of in-
so on to the end.
This we
call the
it is
estimable value.
Below,
we
shall find
it
applied to
Maps.
Later on we shall see that there are several kinds
or
classes
of Repetition
we
may
'
repeat
'
the
words; as
'.
SECTION
V.
Let me assume
employed
all
very rashly
these means, or as
many
as he can, in
Even then, however, he probably finds that he does not remember the whole list it is a list that will be always coming in useful for his History, let us suppose, and he would like to
instance.
some given
have
it
clover, after
he has caught
all
but three he
is
is
at
What
he to do?
see
XVII. Look at the list which you have made: if you observe anything that will help. This
it
may
save
much time and trouble. realise how slowly Rome how fast she succeeded afterafter
B.C.
then,
by
tiny
little
Empire,
for
some
miles
last,
to 133 she has become mother of a great Empire, including not only Italy,
From 267
32
TO
'
HOW
e.g. Sicily,
REMEMBER
and
is
but also
Africa,
Greece.
years,
1
Now
134
observe.
From 510
is
to
390
120
33
is
only had
510
390
and two
1
must
of
120,
ending up with
30
B.C.
of
here,
must
refer to
'
History of
Rome up
to A.D.
500
(Grant Richards).
XVIII.
let
Now
look at the
list
five
Headings about
in the
'
the
Romans
is
themselves
',
viz.
power
Family.
How
link
this to
will
be done?
first
The
of
all.
Loisette- or
Link-System
be applied
together
We
want to
these
into
I will
give one
way
here, leaving
Senate
Character
sation
"
:
Unity one
XXIII.
parts
sanity
Unity
man
Character :
to carry
many a
actor *
barrel-organ
Organi-
Cp. Shakespeare
many parts.
::
: :
33
far-reaching organisation
Fathers
power
Father's power.
Read
laid
this
down
as
Section
XV.,
it.
realising
each
it
main
back-
Heading
wards.
you come to
try
it
Then take
Then
by
yourself,
(e.g.
a barrel-organ
by
practice.
first
my
head
Going up the
list
(see below),
we might have
Gradual Steps
:
Father's power
Enemies late Isolating: Isolatingice slippery Treachery Treachery treacle sticky join Alliances: * Extended Rights right rights Alliances Extended Rights extended roads long roads Roads: Roads Romanising out Colonies Romanising Row man Colonies colon stop fixture Mixture of People Mixture {of People) mixed biscuits rusks Etruscan Gradual Steps gradual struggle Enemies any miss miss train
:
all
all
'
'
call
Kings: Etruscan Kings Etruria travelling tour Geography Backward uncouth and backward rough Geography State of the Age Backward State of the Age drawbacks Absence of certain
Drawbacks
* in
Notice
form,
how here the Link will probably be weak All All, rather than in sound.
it
is
a Link
34
HOW
for success
list
TO
REMEMBER
should be treated in the same way. It will be a good final test to begin at Success and go right through the list, backwards.
This
Other Links
form a
will
be seen below.
But these
will last
will
sufficient
At
faster
first
grow
the
is
and
with
practice, until
at
instinctively.
But,
let
me
repeat,
must
be
XIX.
'
Localising
is
'.
perhaps
I
the
oldest
in
of
all
it
Artificial
Systems
give one
way
which
There
desk
is
its
bookcase
;
window
table
its
room
that
you know
its
fire-place
best.
its
door
its
arm-chair
its
sofa
its its
all
these
firmly
fixed.
Headings
'
let
you have in your mind already, Now take the Cp. Diagram VII. us say those under Geography and
localise
'
it
The window
fire-place has
itself
may
suggest Geography
it
;
you
an Etruscan vase on
different people
mantelpiece,
;
and
Etruscan Kings
:
the door
lets in
number of
Mixed People
35
'
the
game
',
and
if
its
idea.
For further
details, see
Section
XXIV.
XX.
is
by tying them to places that you already know, but by tying them to other ideas that you already
know (or can easily learn). Of course you cannot learn or remember why Rome succeeded unless you know about her Geography. Look, then, at a plan of Rome, a Map of Italy, a Map of the Mediterranean how are you going to
:
outlines of
it ?
'
Italy
'.
',
you say
is
like a
You
see
how we remember
Italy
is
like
something
As
to the Mediterranean,
Here I shall merely give see Diagrams XII.-XIV. I shall give it the outline of Rome and the Tiber
:
part
by
part.
stand upon.
it
draw a Y, but give it two legs for it to Take its right-hand half, and make up into a thing looking like an egg leaning to the
First
right.
The
left
In
36
'
HOW
TO
REMEMBER
downwards
to Ostia
By
thus
:
we might remember
it
these
names by
Latin plain
rich
to the
'.
'
Latin Plain
sterile
Sterol
this
c:uL\
..
By
T
'
easily learn a
Map
is
or Plan of
/
J
'
anything:
curate,
/ l/g|-\
it
it
would be inao
usually just
but
T e \ n
'""\
and
a
fulness
its
of a
Map
that
prevents
as
^^y
II.
being
It
grasped
whole.
to
will
be time
enough
think of details
when we have
Diagram
37
be given
in
Sections
XXV.
and
XXXV.
XXI. Dates, and numbers generally, have been found very hard to remember, and Systems have been devised by which instead of numbers we have
letters,
Thus, by one
(the
System, 5=/,
assigned
to
=p, o
= s,
and so 510
of
the
date
at
the
beginning
represented
Republic
:
Rome) might be
(o)
'
by fops
'
the vowel
to
link
does
not
count.
'
We now
to
have
'
Beginning of Republic
fops
("
Beginning
beg
beggars
XXVI.
it
Fops" might
do).
tion
But
is
is
we have
a
and come
to
know
the
= which
the
number.
This takes
of
for
long
while,
but
wide application
it,
e.g.
the
cabs,
makes
bad
at
it
worth while,
in
who
are
remembering numbers.
267,
deny.
130,
when Italy was conquered, might be [d=2, n=6, y = y] Hence "Italy it's a lie I deny". when the dangerous Wars were over, and Spain,
Macedon, Africa, Carthage, and Asia Minor, had been recently added to the Empire, might be [p1, cn = 3, s=6] 'Peaches'. Hence "SMACAM (the initials of these countries, see XXVII.)
smack em
smack the
lips
luscious
Peaches ".
This
38
HOW
shall
TO
REMEMBER
kind
of instance
We
see
different
below
(Section XXVI.).
XXII. Of
all
the
lists, I
know
For
Initialising '-System.
certainly,
remembering
in
things
order,
rapidly,
it
and
in-
(often)
the right
may
be
simply
valuable.
The power
but
it
of using
it
is
:
any odd
moments
results are
most
I
satisfactory.
will assume that we have realised and learnt all the Headings for the Causes of Rome's Success and that we now want to remember them all, under their proper Main-Head-
For instance,
ings.
How
on earth are we to do
it?
For there
besides,
if
we had
them
into account.
'
We
Initialising
'-
System unless we
without
it.
We
would not have escaped our memory a week hence. If any one does not believe me, let him make the
experiment.
State of the
Here
is
the
list.
of certain drawbacks
;
;
Mixture of Peoples in
Rome
39
Gradual success by constant struggles ; Enemies and their weakness, and Rome's Luck her policy of Isolating her subjects and enemies ; her Treachery her system of Alliances ; her Extension of her Rights ; her Roads ; her capacity for 'Romanising' ; her Colonies. Her Senate ; her Unity the Character of the Romans their Organisation (in Law, in Arms, in Religion) ; the Family Life and especially the Father's power.
; ; ;
Think of
Rome
Gem
then
and they
This
initials
of these Headings.
the
list.
[General]
certain
Absence of
drawbacks
State of the
Age (backward
its Effects]
while
Rome was
City-State)
{Geography and
Geography (esp. geographical position of Rome) Etruscan Kings and their work (e.g. the walls of Rome, and the Cloaca for draining and
drying
Rome)
in
Mixture of Peoples
[The Romans
Colonies
Rome.
Roads
Romanising faculty
Extension of Rights, slowly, and by a graduated
System
; ;
;;
40
HOW
Alliances
TO
REMEMBER
and enemies
eNemies
(their
Luck)
Gradual Steps (and constant struggles).
\The Romans themselves]
Family
life (esp.
ORAL,
Law)
;
again, suggests
Character
(cp.
Cato's Character);
Unity
Senate's Government.
We
Observe how
'
N
'
for
eNemies
an instance of
Substitution
'
(above).
This
:
The
time to
is all
make words like this it's just a piece of words (' As Gem Creating Focus ') happen to fit
But
it is
in.'
If
you
practise, if
you learn
the art of Initialising, which is described in XXVII., you will soon be able to make equally good lists for yourself. It is surprising how easy the process becomes after a very few
experiments.
is an alternative list, taking the HeadObserve how many alternative words there are. Your power of speaking and writing English would be much improved by practice in finding such synonyms. Take the words "CRISPER COAT PLUMES" as giving the initials of some of these Headings. Character Romanising faculty
ings
together.
Isolating
; ;
41
Roads
Colonies
Organisation Alliances
;
Treachery
Luck
is
because
it is
(a) less
For a
Fortune,
of Alternative
or
words,
or
Unity
Cohesion
or
see
XXVII.
Or,
again,
take
a
:
as
I
the
Geography of Rome
refer to
'
an explanation
'
must
History of
Rome
(Grant Richards)
here
form a word.
in
:
Observe here
how
"
count.
Geography
scenes
HeR SCeNeS
safety, etc.)
"
would give
the chain.
Hills (for health
and
42
HO IV TO REMEMBER
e
River
as
and
in
the Mediter-
ranean)
Neighbours
e
Sicily
and Spain
money,
etc.).
The use of
Initialising
(p.
Maps and
Plans we
36).
When
these
by the Loisette-System,* and formed into a Rhythm or Rhyme as well (see XXX., XXXI.), the chain
becomes extraordinarily powerful.
Where
initials
there
is
difficulty
about forming
the
into
sentences
having
same
initials
though
this is a
other.
But
'
CRISPER COAT
PLUMES
sonal
initials.
" Consistently
Roman
Ends, Rightly Considering One Alone To Profit Little Unless Many Excelled Simultaneously ".
The Pelman-System
THE SAME INSTANCE WITH SYSTEMS
is
43
both a Breakfast and a Lunch. Lewis Carroll was very fond of these words, but he did not invent
them.
Men
have
used
innumerable, as
we
:
the process
is
except that, as a
is
rule,
of each
word
taken.
Tr(eachery),
life),
Organisa-
tris
eggrapho (Greek
T/015 iyypd<f>a>).
One
is
two or more
some one or more of the features of each individual. A Brunch- word Romanisolestreacharac might Isolating gather up into a unity Romanising
'
'
'
Extension of Rights
Treachery Character
this as
'.
But
do not recommend
a good general
System.
XXIV.
Absurdities,
and
humorous ways of
re-
Comic
A
might
caricature
of
(a)
the
early
Roman
as
simplicity
represent
Cincinnatus
having just
44
HOW
their
TO
REMEMBER
{b)
the
Romans
telling
him
he must be
off at
(c)
general
now, and
Cincinnatus,
warm up
the soup
again,
I
and to go on with the turnip-tending. do not say that this is a good plan for many
but to
-
many
schoolboys
know
it
would appeal
kind of
for
The
they require
peculiarly
obvious
absurdity
fact of
it is
it
may
idea on
minds because
it
it is
is
so
silly
it
comes so
in
unexpectedly, and
words,
it
so
striking,
or,
other
makes
cannot
sion
is
fail
to be
remembered
for a vivid
impres-
just
what we want.
:
not
The change is also a good feature for we should recommend this as a good general System any
'
Brunch-System
'
(above).
XXV.
a
Rhymes, and
also Alliterations,
have been
till
now.
For
XXX.
Rhyme
FOCUS'.
for the
AS
GEM CREATING
It
is
a halting
Rhyme,
45
little
possible.
Rome was
let
the
the Causes
us gauge
The Absence
of some drawbacks, and the backward State of the Age Geography, the Etruscan kings, Mixed Peoples in
the town,
Colonies,
Rights
Ex-
tended down,
Alliances and Treachery, Isolation of her foes,
her
eNemies, the
Father's
powers,
her
Organised
[Religion
lest
it
is
difficult
to
assure the
reader
that with a
practice,
synonyms
sounds
(see
below),
and
ignominious
the
order.
and a study of
as
it
Rhyming
Dictionary,
concocting
add an
'
alternative,
taking the
'
Headings
in
their
Her Character (brave, frugal, grave, obedient to the State), her Romanising faculty, her schemes to Isolate ; her Senate, her Position, her Extension by degrees of her privileges, Roads, and Forts and Colonies ; to these and her Organising genius, and Alliances, we add
46
HOW
TO
REMEMBER
her Treachery and the Powers supreme that every Pater had, Luck, Unity, the Mixture of the Peoples in the town, The Etruscan kings who raised the folk, by Struggles sturdier grown.
Rhymes do not suit all people equally well, and anyhow they are more liable to be abused than any other Memory-System they lend themselves more Poll-Parrot Memory to the The ideas themselves must be fully realised before
:
'
'.
Rhymes
are attempted.
I insist
on
this.
Rhymes, and are much helped by similarity of Rhythm. I will suggest just a few here, for some of the Causes of Rome's Success.
Alliterations are closely akin to
1
2.
(Rome)
Romanising, wads,
dogmas
rolling
on gradu-
ally,
by
rote,
3.
and
(at first)
The Roman
dealing with
be described as
fall
not
indefinite
priestly
divinities,
caste,
ceremonies.
In
this
last instance,
and
(e.g. charity,
XXVI.
Rhythms
In the above
(of a sort!).
47
older.
Rhythm
far
appeals to the
Metre.
am cramped by
'
do not defend the Latin as good, for keeping practically to the order
',
in
viz.
Character, Romanising,
etc.
I
recommend
better
scholars
do with
arily
their beautiful
:
'
Fair copies
is
extraordin-
small
the good
lists
into
metre useful
of Constitu-
tional
I
Changes
in
the matter.
siibigit ?
moresque
et iura subactis
multa iuvant Patres, Romae situs ipse, colonl atque viae socil, turn disciplma deumque
;
quam Poena potestas Turn fortunam urbis, fortissima vincla quae iungunt adeo diversas sanguine gentes, Tuscorum adde et opes et grandia facta tyrannum,
cultus, et ilia fides peior
patria.
;
much used
to
it
48
HOW
TO
REMEMBER
tune might help some minds
might be of value.
to
exaggerations
will
XXVIII. Epigrams andpointed sayings are usually but, if we keep that in mind, they
:
They,
like absurdities,
;
by
their very
unexpectedness
interest
offer
ad
lib.
a few here
the
list
might be multiplied
in the loaf: her
1.
'
Rome
in Italy
Rome
:
another
3.
'
'.
Divide et impera
'
in
dealing
Geography
us
to
is
History
to
it
will
help
guess
past
and
foretell
we only
read rightly
XXIX. These
combinations,
various Systems
can be used
is
in
especially
where something
very
alter-
important.
49
One
will
be
found
more
suitable
than
another
(a)
(b)
and
alone
enable
XXX.
Practice
is
here as everywhere.
shall
keep
my
suggestions
on practice
remark that
practice,
till
Section
is
XXXIX.,
or no
it
and
is
to get
good from
if
it,
if
the not
practice
it
is
done
way.
PART
:
III.
VI.
VII.
VIII. Interest
IX.
To Collect Headings X. Complete Lists. XI. To Select and Reject Headings XII. To Arrange and Emphasise Headings XIII. To Find Causes and other Connexions XIV. Rough Outline and Framework XV. To Realise XVI. Carefully to Study and Analyse the
Parts
XVII. Common Sense and a priori Reasoning XVIII. Comparisons XIX. Contrasts
....
.
53
63 66
72
76
79
Si
87
89
91
100
102
107
no
113
'
SECTION
VI.
The
subject of Health
in detail
in several
books.
chiefly
on personal experience,
Quick and
Restaurant
Easy
Recipes/
and
'Eustace
Recipes.'
as the position
the
'
'
and
Ten Rules of
work
Memory
Health
'
best
best.
By
do
not
who perhaps
in
is
has
brains rather
less,
proportion, than an
'
average
horse
for
it.
this
not true
Health
',
side of
as
long
as
The whole person cannot be 'healthy' so much of his most important self
'
mean all-round Health and development, physical, and mental, and moral, in
'
By
Health
'
'
54
HOW
to
TO
REMEMBER
individual has
proportion
inherited,
and
under
There
about
'
is
apt to
'
:
be
another
'
misunderstanding
is
Health
'
Health
is
a term which
often
who
'
Health
',
i.e.
who
and
This
is is
a coarse not
ill
test,
who
is
therefore
healthy
',
is
like
sin
e.g.
against
the
of certain
who does
it
not murder or
Virtue includes
steal,
'
therefore a
virtuous man.
not doing
harm
'
',
but
also
the positive
and
active
'
doing good
there
to
it
do good.
not a negative
life,
So
'
it is
with
ill
',
'
Health
'
is
state,
not being
which
includes,
among
a desire, to
that
work well
etc.).
all,
power
relative to one's
faculties,
by
'
For, after
'
Health
ye
'
'
is
like
their fruits
shall
'
know them
is
And
one
Health
or
tendency
really
and
well.
desire to learn
This
is
one of the
'
Health
'
that
we
55
we
fail
we
possibly to
however,
let
me
say that, as
this will
For the
right
way
'
of
keeping such
a register, see
mentioned books.
Health and with it Memory, will greatly depend on the purity and the vigorous circulation of the blood; which again will partly depend on the air
',
(see
below), partly on
62),
and
must
from
nourishing
it
but
to
it
must
far
also
be
free
impurities.
though excess
one cause
and
'
especially
stimulants
'
Moderation
in all things
is
an accursed Proverb
in
it
the world,
chiefly because
But if we avoided deficiency, excess, and the wrong things (for a list of which, see XXVII.), we might still be making a serious mistake, e.g.
by eating too
meals.
fast,
or
by drinking
at or soon after
56
HOW
TO REMEMBER
many
other
and among them is moderation thus to stop the work when we begin to feel tired, if indeed it be feasible to do so, will often save the
Health considerably.
Nor does
be
idle:
rest.
to
'
'
necessarily
is
mean
to
for a
change of work
often
the
truest
We
we
are working, or
method
in
e.g.
under which we are working: we can work standing instead of sitting a hint for Schoolmasters, by the way. Sleep is too obvious a form of rest to be more than mentioned here but I have made some sug(d) the conditions
gestions,
which
may
in
'
muscular repose),
Exercise,
it
Ten Rules
should
of Health.' *
is
is
:
needless to remark,
it
a valuable
too
violent,
aid
to
Health
not
be
after
work
another
spells
in
hint for
Schoolmasters.
Gentle
and short
it is
may
the
much work
the
The
for
best
exercise
is
in
form
of
Games
Games, owing to
'
chemical
'
condition
And,
in
more
detail,
in the
'
Culture.'
57
Massage is a sort of substitute for, and complement to, exercise. For improving the circulation,
for instance,
it
Bad
conditions,
common
a thing to see
into
for
example, you
If
the
inviter
is
not
satisfied
with
Health, as
sound
until
harsh
body
your desire
as
it
for
may
he learns to respect
of the
easiest
'
One
is
bad conditions
the
:
'
to
avoid
the
wrong
position of
the sideways
positions, the
all
cramped
may be
hindrances
to
'
Health
'
and
to
the
Memory.
athletics, to
The Temperature one cannot always so easily Feet warm and head cool is the soundest control. maxim here. Some helps to achieving this as a
'
'
same book.
are
often
still
Good air
in
and good
ventilation
harder to insure.
On
a railway-journey, in Church,
who
will
insist
Your
bedroom
will often
58
HOW
TO
REMEMBER
are better off than
still
work out-of-doors.
other countries, but
We
most
to learn
what can be done for Health by fresh air what can, in fact, be done for Health by no other means. America in the winter is a terrible country for bad
ventilation.
Light
this
is
an important factor
as
shall
show
in
alone
lead
it
might
down,
us to judge, and,
light
is
when one
is
sitting
I
bad
apt to encourage
cost.
sights,
stooping.
know
this to
my
be
and sounds, cannot always They are apt to be very distracting to the attention, and therefore very great obstacles in the way of learning and remembering.
Surrounding
under our control.
But there
received
is
but
little
we
good
air,
good
light,
sounds, then
how
shall
we
fare
when we want
there
is
to
remember the
conditions?
various things
under
more adverse
a
In a hot stuffy
room where
how
shall
we manage
I
'
to
remember?
an
article
have
'
on
Practice
it
is
that
we should begin by
practising
59
well
by parts under the easiest and most favourable and then, when we have got these parts under our control, practise them under less
favourable conditions.
For, obviously,
ceed
then
whereas,
shall
we begin to try the things under we are little likely to sucif we can once become fairly proficient,
if
we and we
'
be prepared
shall find
them
justice
less
',
hampering.
We
we
shall
shall
not
do ourselves
not break
down
altogether.
all
or
to,
the
its
fair
chance.
In the
may work
exceptions.
miracles
but
these are
the
brilliant
The
upon
'
Health
'
more
depends
upon
that
that
than
appeal to the experiI the long run, profitable. ence of ages rather than to the theories of philosophers.
Nevertheless,
in
the
will
is
a most
:
potent factor
and the
before
will,
like
everything
in
else,
be practised
is
' '
60
HOW
TO
REMEMBER
less
have strengthened
experience, that
'
against
I
'
'.
may mention
is
here
my own
there
in the
:
for practising
practise
any
mind something very like a faculty will, and steadily if you use your one good thing rightly, you may
'
faculty
',
for
this
rightly.
Few have
faculty
'
by
it.
Morality
is
And
morality,
it
must
words,
and thoughts.
our
partly upon
own
free
things which
we cannot
far
or
reading.
to a
Health
extent
than
depend on clergymen
As
(a)
When
remember Whenever
?
it
hours,
minutes,
idle,
should be
we
are
we
train.
These are
'
61
times
for
practice.
And we
should
'
Not immediately
*
after
severe
feeding
if
severely.
And
is
not just
safe test
we
time
:
Tiredness
not always a
in
are sometimes so
interested
our
work that we work too long. The feeling of tiredThen ness only comes when we have stopped.
again, there
certain
is
we cannot afford to rest we must toil on and on till we have finished the task. With these two exceptions, however, Work till
'
you begin
to feel tired
'
is
a safe general
rule.
When
you do begin
It will
ends
new methods
actually
of dealing
this
methods
Principle
before
they
wanted
is
almost
is
universally
neglected
by
those
is
whose labour
And
terrible
beyond
calculation.
exercises
'
for
relaxing
the
there
is
nothing more
legs,
refreshing.
and
62
HOW
TO
down
REMEMBER
quite limp
and as a dead weight, and with a contented smile on the face. There will follow a feeling of quiet and contentwith arms hanging
ment
unless
you try
this in
public
It is
almost
incredible that,
suppose
is
it is
stiff legs,
but flows
all
into the
work of the
up
shall
who
sends
me
stamped
envelope, addressed
to 40
Chandos
exercise
Street,
my own
personal
favourite recipes,
my own
experiences.
SECTION
VII.
CONCENTRATED ATTENTION.
OUR
to a great extent
I
which
believe
must
Variety
up by the habit
fail if
even
it
all
the
You
say
'
lacks interest,
cannot possibly
it
be
it is
interesting:
an
interest
'.
Wait a
little
possible that
we may
jects, in
but
may
it.
still
them
to
make
the most of
The power
and of not letting it be distracted by anything else, is sometimes a natural gift but, like most natural gifts, it may be acquired and imparticular thing,
:
proved,
if
only
we can
find
who
did so
much by
his
64
'
HOW
',
TO
REMEMBER
may
speak of a great
concentration
suppose we
by habitual use. Much will depend on this we must rigidly insist on doing only one thing at a time, and that one thing It will must not be complex but must be simple. be of little use for us to begin by telling an ordinary
natural facility increased
child
"
to
concentrate
spells
it
its
attention
is
on
C-A-T
CAT there
may seem
to
the
words
".
Simple as
us,
really very
complex
each
of the
the
letter,
name
in the case of
'
C and
itself,
and the
it?
idea
'
of cat
simple after
'
all, is
is
let
out
'
by means of
e.g.
or
we wish
to
do the
work
we must
try to let
'
it all
out by means of as
that
may
least as a rule.
But
if
with
'
is
a useful,
'
Let
'
there be no
distractions
if
it.
way
remember
a distinct
One
golden
rule.
at first needs
'
an
effort,
effort,
and
careful
practice,
: :
CONCENTRATED ATTENTION
natural and almost or quite automatic
:
65
at the begin-
will
strike
you
you
in
many
cases, inevitable, if
And
tion
here
this concentra-
mean
'
No
is
change
to
is
'
it
means
'
be 'one
to be
one way
is
',
there
no
but this
or even before,
to
first
way
'.
',
or to
(6)
'
the
first
way
Read and
without
it
important.
the attention
This variety, in
the interest
bound
to flag.
if
But, even
same thing in many different ways (see XLII.), or apply the same way to many different things, even then
your attention
unless
may
flag,
and may be
it
'
distracted
',
you determine
effort
to keep
well in hand.
An
you must will to bring back your attention again and again, to 'collect' it and to focus it on the
matter in hand. work, just
as,
will
into the
I
it
ordinary practice
for
Games,
Sandow
does) to throw as
SECTION
VIII.
INTEREST.
There
is
no law
for
than
till
But
in future years,
thanks to the
we
shall
few
centuries
we may hope
to see
it
introduced
'How
for
'
can
this
subject
be
made
as
interesting?'
So long
we omit
the
motives of action
study, so long
unless
for
we shall fail to solve this problem, we happen to have been born with the genius solving it. But, when once this subject of the we an enormous
field
help
we
also
opened
to us
find a
new
for
observation
action in
human
the world.
INTEREST
67
Now
it
is
often
said
that,
This
a gross error, and savours of the theorist working a study from which
all
in
living
human
light
all
and good
have been
beings
to say nothing of
good
air
By
means appeal
'
let
them be
yourself
as high as possible
You may
benefit others
mind
'
'.
moment imagine
be bad.
that
No
if
you say
may
that
position,
money
You may succeed, you may gain a good money and the good things
also
will
probably be
far
more
itself.
These motives, believe me, are not within us that they may be ignored they are meant to be motives
:
for,
and incentives
:
to,
good work.
find
Nay more
you may
one's
own
part one
may
do, or
more
than
one's former
68
HOW
These
'
TO
REMEMBER
interest
motives
'
and
The
'
desire to escape
' :
is
still
lower
motive
at
but no one
'
a Public School
is
'
work
can deny
such,
'
still
a great
lever, and, as
it
'
To
to
apply
master
this
motive
compel
boys
Those huge
seems to
is
me
little
short of criminal.
for this
it
If
any one
it
more responsible
than another,
his
is
the
let
in
power not
to
lists,
and that
they often
Geography,
and
for
a great deal
'
interest
'
is
to keep your
own
it
The
record will
make
'.
the work
pro'
duction
rivalry
a small
'
How
man
loves his
own
own The
is
self-
',
a great
aid to progress.
And
may come
to
INTEREST
you, or to your friends, or to
if
6a,
many
others as well,
you yourself do your work well, do not consider merely the immediate advantages, but reflect that
a concentrated attention practised now, and hence a
memory
life.
well
stored
in
if
now,
future
still
will
be
your
valuable
future
reflect
'
possession
years
and
most
the
in
And,
in
you
need an incentive,
forgetting.
is
Interest
somewhat
what
it
harder to explain
but
you
'
will
realise
but yet
is
interested
',
you are
is,
painting,
and
will
and almost
the
Some
aspect.
The appeal
or at
to the eye,
by what can be
clearly seen
any
to learn
interest most learners, and help them and to remember this is especially the case with the young but I see no reason why we should
much
come
as
we
are
wont
to do, as
we grow
of
'
older and
'
to think rather
ideas
or
alas, often
by means
'
by means
of words, vague
words.
The appeal
interest
'
others.
They
'
70
HOW
action in real
TO
REMEMBER
an
life
or a picture or a photo
in
writing
or printing
letters
in,
is
it,
on a page
or
the
interest
'
what they do
learn,
remember,
the pity of
or
is
often (oh
to themselves)
just exactly
what he
Others,
again,
are
not
interested,
are
not
to their
reason
' :
results
!
of
they
it,
must think
no
concentrate
they understand
'
Otherwise
they have
interest
in
the
thing,
they cannot
their attention
on
it,
they cannot
remember
But
little
it.
in
all
'
real
interest
(a)
unless the
mind has
in
it
already something
of the kind,
some
XXV.), and
(b)
is
to
unless the work of learning and remembering some extent the person's very own work. In teaching a large and mixed audience, if you
learn
way
is
to
to mention too
many
not to confine
INTEREST
yourself to the immediate
'
71
interest
'
of the subject,
it,
learning
further
it,
and remembering
later
it,
but to
insist
on the
and
advantages
also,
and
the disad-
vantages of forgetting.
trouble in the end.
Let
fession.
me
If
you should
I
tell
me
is
as a subject, then
advise
you
to reflect on the
it (e.g.
the
dis-
marks to be gained
But,
in
an Exam.), or on the
it (e.g.
advantages of forgetting
if
'
the punishment).
'
you tell me either that there is no such motive in your case, or that such a motive does not move you enough to make you learn your huge
'
'
'
dull useless
in
list
congratulate you on
for
'
your
common
sense,
'
and
'
cannot
'
the
at
life
all.
of
me
suggest any
motive
or
interest
SECTION
IX.
TO COLLECT HEADING&
SUPPOSING you already have your List (e.g. see XXVII., for a List of Mems.'
'
of of
Headings
what you
the
good as done.
here,
may
and
in the case
collect, to
by as few words as possible, and, if it is possible to do so without being obscure, by one single word. If "you have to call on Mrs. Jones at 43 Bingley
Place
",
43
',
if
the word Jones may be enough, or Jones you are sure to remember Bingley Place all
* '
'
'
right.
But the
sentences
art of thus
is
not
it to comby the bitten ends of the public pencils that would not be done for mere pleasure Or you can prove it by the result the
Telegraph Office
;
how
telegrams in a
press
this
mean
three things or
you want
practice in
'
'
compressing
'
',
and you
compress
a Chapter of a
TO COLLECT HEADINGS
book
(often the Chapter will
73
have
its
own Headings,
own),
or a
oc-
which you
may compare
moments.
with your
It
is
sermon, or a conversation.
cupation for odd
'
not a bad
For other
hints, see
How
must
same book
but
may
and
at using the
make my work
used to be, and
but
many
times
it
will
less bad,
let
and more
successful.
But
yet
all
me assume
that
life
not
are
gathered together.
You know
not
there
some things
but, for
you
have
written
find
down,
them.
the
of you,
you cannot
What
The
are
you to do?
right
way
of collecting Headings
in
is
almost
In
entirely
neglected
education
I
:
in
England.
on the art
for
it
is
an
art
will select
only
a few points.
As
and the
(see
It
XXVII.)
is
will
often
word.
your subject
of the
74
(a) to
HOW
TO REMEMBER
work out your own ideas on the subject before you go and consult a book or Encyclopaedia it is a great error to learn from others if you have
Your home-made notions may not be complete per se, but they will be easier to remember, and more profitable for the mind common sense (see XVII.) must be
time to think the question out for yourself.
;
likely
bring out
some
detail.
first
After
that
your
collection
you have the time to spare leave an interval, and then add any new Headings that may have come meanwhile. Then add other Headings by
' '
always
hearing
supposing
reading,
subject.
It
is
asking,
talking,
or
about
the
tions,
conversations,
All,
may
all
add
something.
collecting
Headings
and
you
after
will
reading or
opportunity.
To
to jot
down
is
the Headings
in
a Note-book
after-
wards,
Of Complete
the
collection
of
Headings,
shall
speak
in
the
following Section.
TO COLLECT HEADINGS
While you are
75
for
False economy
is
as procrastination.
NOTE.
I
shall
be glad
to
send a
leaflet
anyone who
envelope, at
SECTION
X.
COMPLETE
LISTS.
good memory,
it
is
obvious that
it
if
you a
it
list
which included
This
all of
the
even
if
want to
one of the
many
instances
where excess
easier
and
safer
for
if
you
to choose
from a
list
complete
far
list
of rooms, even
that complete
went
his
man
did
who planned
if
the staircase.
Again,
journey,
long or a short
for the
list
it
memory
to have a (more or
complete
it
of things
would be so simple
this applies with
no
less
force
for
examples,
,6
refer
the reader to
'
COMPLETE LISTS
Of the
It is
77
a complete
of the initials of
in
our Language:
regarded.
some years
all
there
were
of a
this
course
as a rule, impossible
trouble forbid.
The
are
any complete
lists
that would
list
help him.
and of
for
would have
I
their
value.
to these,
'
would mention
' :
cramming
they
do not so much
tions, as
is
if
this
Do you know
anything about
These complete lists themselves can be easily remembered by the various Systems, especially by Linking (XXIII.), by Initialising (XXVII.), or by
Rhymes.
a complete
list:
list
would be a complete
78
HOW
TO REMEMBER
by the
life
of Jesus.
is
This has
concrete,
and thus
easier to realise.
Examinations,
there
are
certain
General
Some
etc.,
Rhyme
is
explained
there that the Headings are not facts but rather the
means of
in our
these
mind and the means of eliciting more of than we should otherwise be able to elicit.
SECTION
XI.
TO SELECT HEADINGS.
AND REJECT
WILL suppose
that,
list
somehow
has collected a
line,
list.
of Headings, written
in
down
in
a continuous
all
Do
in a
not
:
let
huddled
up
If
mass
very cheap.
then
let
him not
will
will
call
These Headings
up a whole
idea, or
They
is
not
somewhat
as a
Member
of Parliament
it,
Constituency
itself
or as land-
you
to find
the track.
A
if
but also
to select
which
most
will
mean
to reject as well.
You
must
You may
(a) the
(J>)
useful
80
HOW
You may
(a)
TO
REMEMBER
the
not
least
reject either
the
important
general
Headings; or
rule
though
it
is
a good
the Headings easiest to remember. So long as Education is what it is, so long as punishments and marks and money and success and future prospects depend, if only in part, upon huge dull useless lists it would be of little use to advise
(ft)
'
',
lists
altogether.
can
'
Reject as
much
as
it is
feasible for
you to reject'. In an ordinary Map, for instance, you may usually (for ordinary purposes) reject ninetenths.
reject
'
'.
The
that
sad thing
is
is
that
'
it is
no simple task
'
to
to
is
say, to
reject
in
the sense of
'
forget
There
some
The
This
the forgetting
'.
wont
on the
to
',
do,
but
to
wanted
'
and to
'
select
wanted
this
is
memory
SECTION
XII.
WILL imagine
selected your
that
collected
in
and
Headings
The
teach
it
art of
little
cannot
have
tried to
do so
1
in
my
work
on
'
How
72
foil.).
There
way
of Headings,
if
we
set
aside those
(such as a
list
of engagements) where
the order
to
its
is
fixed already.
Now we may
not be able
it
find
this order,
effect.
will
have
good
There
in
life,
from dressing
at night,
minutes or 30
to be
various
other conditions
(e.g.
whether
it
is
made
packing
luggage
you
it
that
for all
you want
82 to take.
HOW
TO REMEMBER
at once.
Out must come sponge-bag, boots, and hair-brush, But study before you can find that handkerchief. the art of arranging things, and the bag will hold more, and you will know just where each thing is.
For the purposes of
mentioned above).
here
:
arrangement
know
of
There
is
it
principles
is
to
write
all
By
this plan,
you can
'
Indenting', again,
a great
all
boon.
It
means
but
'.
Sz^-Headings
inland
Headings
H OW TO ARRANGE
Card
-
HEADIN GS.
System -for
additions
alterationsesp, of order
indenting
- dish'nguishes
important Headings
SuBiRcadings
groups of Headings
Diagram
III.
TO ARRANGE
83
We
line,
Main Headings come in a and the two Sub-Headings of each are inland more to the right and out of the way.
see here that the two
',
By
but
'
indenting
',
then,
are
only subdivisions
is
Headings: 'indenting'
thus a convenient
way
of
marking
off
The
(a)
order
importance
may
be according to
be necessary
'
it
will therefore
see below
(b) unity
:
to the
in
same
Romans
:
their deal;
its
you
Roman
'
Colonies
'
',
which were
Roads
',
might come
next to
Roads
'
(d) cause
and
effect
they deserve
Geographical
separate
'
mention
thus
the
Rome's
'
position
would
causes
cause
Etruscan
Kings
be
'
'
to
invade
of
the
Rome, and
of
their
invasion
might
a
one
the
Romans being
Mixed
84
HOW
' :
TO
REMEMBER
People
together.
remember
the ideas on
for-
of
it.
We
wards.
(e)
XXIII.,
XXX.)
are
by no means
be
classed
to be neglected.
But
'
these
must
'.
rather
under
the
Memory- Systems
Re-arrangement
after
an interval
may
be a wise
plan
somewhat
packed
in
shaken down
it
'
and
better arranged
after a journey, so
may be
to what they
I
call
'
unconscious cerebration
spoke
it
putting
most im-
in
this,
and they
attention.
The Emphasising
intervals
before and
after,
corresponding to
is
pauses in speaking;
thus
made
(b)
among
the rest
85
some extent
in
to differences of note
[the illustrations
way
to the
gestures and
surroundings of a
The
great feature
is
is
attracted
startling.
To
give
simple
instance
I
of the
power of
Classical
differences in
type: when
wanted
my
remember that the Ending of the Dative Case was A I, I wrote dAtlve, thick-typing the first two Vowels of Dative; similarly the LAtln AbLatlve reminds them that the Latin Ablative
pupils to
strumental.
was a three-fold Case, Ablative Zocative and 7hSee How to Learn Philology (Swan
*
'
Sonnenschein).
Practice
is
essential, or else
we
shall not
be able
is
what
to be
emphasised, or to emphasise
the best forms of practice
" one
(a)
is
it
quickly.
And among
called the
what may be
(c)
two three
(b)
System.
An
illustration will
be found elsewhere.
Let
me
emphasising.
necessary.
it
is
un-
or
write
86
HOW
There
is
TO
REMEMBER
swore so
occasion,
a well-known story of a workman who much on ordinary occasions, that on one when he was really annoyed, he could say
nothing fresh
he
'
the
The Americans
habitual,
offer
similar
warning:
so
so
to
ordinary and
advertise
become
and Notes of Exclamation, that these things have almost ceased to be a sign of emphasis at all
they have become a sine qud non.
Therefore, don't emphasise too
many
things.
NOTE.
If
anyone
is
memoranda and notes for speeches, articles, essays, etc., I will send him particulars as to one or two of the most convenient
kinds that
I
have
tried, if
he
will enclose in
a letter to
me
SECTION
XIII.
TO FIND CAUSES
AND
OTHER CONNEXIONS.
WHILE
that
it
said
was a great help if, in a list, we could see that certain Headings were connected as cause and
effect,
or in
little
to
viz.
do
other ways. I must be content here more than repeat what I said above,
learn things
understand them
first,
them properly unless they see the causes and effects and other relations. To take an example, if one wanted to learn and to remember about Egypt of people the in olden times, and what kind and what kind of Government were, Egyptians Buckle's famous would read Chapter they had, one in England of Civilisation He History his in
'
'.
some of the causes, such as the richness the land, and the huge numbers of people that
gives
will easily support.
of
it
After
the
causes
have been
needless
of finding
out
causes
most excellent
'
for
the
reasoning faculty.
As a
Thus,
if
help,
should suggest
genealogical trees'
we wanted
to get an idea of
some of
the
88
BOW
of to-day,
'
TO
REMEMBER
one of the causes,
it
evils
viz.
I
we might take
produces
will select
one or two
effects.*
ALCOHOLISM
poverlylby
its
depresslbnCla*
oss of selfcontrol
expensive
*fefon}
'flessl
laziness
misery
desire for
more
crime
etc.
want
etc.
of food
Alcohol
Diagram IV.
For an instance where a single central cause
will
account for a whole series of Headings, thus gathering them together into a kind of (unhappy) family,
see
'
The
'
'
in
'
History of
here
Rome
(Grant Richards).
in all directions.
to
Causes
and
effects
:
are
not
the only
relations
helps,
between Headings
besides causes
we have
etc.
it
is
common
error
by learning a
been
has
grasped.
We may
have concen'
trated
our attention,
we may have
selected,
interest
'
in
the subject,
we may have
Headings, collected,
but yet
i.e.
we may
it.
so as to re-
member
How
often
we
see a
is
an
expert
yet cannot be
know
the subject
bookseller's clerk
who knows
is
and Publishers'
the subject of
often
names ad
Literature.
lib.,
but
ignorant on
Or, to
we
carefully
and
cannot
is
be
bad.
called
a good picture.
The
general effect
Now
outline
as, in
a Map,
which always
be inaccurrate
(it
will
which
still
90
HOW
subjects
:
TO
REMEMBER
it
is
with
many
details
on one side
to put the
general
A
It
is
Proverb
is
crisp simple
Proverbs
How
often
is.
shall
we defend
Is
:
it
right to learn
and
fill
would
We
should be so over-
whelmed by
be
left.
details that
After
all,
we probably
in part
'
mind,
viz.
we can only know and as long as we constantly bear this in that our knowledge is only a convenient
truth, that
it
approximation to the
is
only a part,
say,
usually
outline
been
once
grasped
and
will
be mastered individually.
SECTION XV.
TO REALISE
AGAIN and
we
We
it
much indeed
'
to
do
so,
but
is
beginner at cricket to
I shall
what
I treat
in
more
Let
"*
detail in the
Essay-Book.
that will
children
me
begin
off
sound quite
like
?
the
they
Among
they like
it
Let
me
his
Manual of Psychology
thus
"
Let us suppose that a man ... is testing the He looks at it he feels it he quality of a cigar.
; ;
and listens to the crackle which is a mark of dryness he smells it before commencing
puts
it
to his ear
to
*
smoke ..."
The answers
to this question
principles of learning
tell
us a great
many
of the
92
"
HOW
(2) Prof.
:
TO
REMEMBER
Primer
" Did you ever on a winter's day, when the ground was as hard as a stone, the ponds all
frozen
I
questions
Why
'
am
so
warm when
that
I
are so cold
How
stirring
am moving
can see
is
food
Now
writer
(3)
"
:
take
this
third
quotation from
another
"By
the
principle
of
relativity
factor,
...
its
it
is
denied
that
any
exist
psychic
or
complex
definite
" psychosis
can
without
having
bination,
and
influence
upon
simultaneous
or
" successive
factors
and
it
psychoses, determined
which
or
the entire
mental
of
life
you
either
make
?
head
tail
it?
..." Or of
by and Can
this
(4) " In
a similar
way,
in
each
of
of the
thirteen
colonies,
by the delegation
a
important
prerogatives
to
new
its
fashioned
criticism of that
Government, of
its
functions,
and of
rights
and
TO REALISE
duties as natural as, in
stances,
93
claims
of any
Government believed
specialists
to
be
duly-
authorised."
Now
will
to
some
or probably clearer
come before the mind quite easily. But for the average learner the last two quotations are intolerably obscure. They have to be read three or four times, and even then the meaning may not be obvious.
the meaning and the ideas will
Now why
his past,
it
is
this?
if
It
will
decide, because,
will occur to
Lectures),
is
was
I
and
(4),
and
Is
it
not so?
Am
listened
more language
and
(1)
let
us say on
guage
like
learnt
so,
is
one
and
and
(2),
'
94
HOW
TO
REMEMBER
depend upon it will feel similar difficulties), and generally to think and speak and write more
they
definitely
and
effectively.
like
(i)
and
(2),
see
the
like to
You have not realised (3) and (4), and you would know why. It will help you to know what
when you
It
to avoid
writing.
will
remember
at
what you
and
(2)
read.
at (1)
and
fail
(2),
and then
to see why.
(1)
and
give
are personal,
;
give
you an
actual
concrete picture
(3) and (4) are impersonal, they you no picture but more or less abstract
ideas, (3)
(4).
'
for
'
realising
pur-
an
it,
idea,
picture of
your
'
imagination
often
is
'.
It
is
case, but
'
it
so,
that
doing
'
'
something,
'
or
Let
doing
include
seeing,
touching,
tasting,
perceiving,
thinking,
speaking or writing,
and
I
acting'.
do not
for
TO REALISE
always express yourself
always be describing
thing
' : '
95
in this
some one
doing some-
but, until
to
being able
likely to
remember
it.
will
now
'
give
some
hints for
improving the
power of
realising'.
When you
street
with
its
it
afterwards.
When you
fail
;
try
in
first
you
will
probably
that case
try again.
failed
and
points
that
you
to notice the
time.
You
(e.g.
can practise
this, at intervals
your room)
things
it
not only
with
actual
also
with
'
paintings
still
and
to
Models
'
are
better.
realise
If
things,
your own
'
picture, to see
realised
or not,
good
plan
would be to try to draw it on paper. Afterwards you should correct your drawing, if possible.
Acting
is
go through
96
HOW
'
TO
REMEMBER
if,
the
some one
is
'
yourself,
that
is
to say, the
of.
some-
thing
derful
It is
won-
how
power of
positions.
putting
other
people's
seen,
Simple and concrete language, as we have just At first it is a most slow is a valuable help.
difficult
exercise,
and
it
makes
in
You
generally
have to go working
'
you come to a picture of something And being done by some one or by something'. so the process really becomes that of analysis,
back
of which
we
?
shall
speak below.
'
There we
shall
?
Who
',
did what
when
where
why ? how ?
life,
?
. . .
have their
of yourself.
them
You can
almost
for
you will not Very well then, describe the thing to some one else, either by word In my book on Essays, of mouth, or by writing.
Merely to
satisfy yourself, perhaps,
I
etc.,
suggest
a stupid-looking
doll
as
good
It
by word of mouth.
doll,
and
may
TO REALISE
As
'
97
to
',
the
I
advantages
scarcely
of
these
exercises
in
realising
need
insult
for
the reader by
authors,
for for
mentioning
teachers, for
them
for
artists,
learning,
for
remembering,
con-
The
reader has
now
made
and
his
realised
throughout
he
has
concentrated
attention
on the
subject.
The
next thing
itself.
is to realise
each individual
Heading by
in
Section
good deal of what has been said For here will apply here.
the
the last
again
the
picture-painting in
searching
question of
'
Who
does what
will
be of value.
Brewer's
Of
course
like
'
we eschew almost
absolutely
it
the question
true that the
Oh, dear
Mamma,
is
indeed
Emperor
Vitellius
was an egregious
it is
glutton
true
'.
'
'
Yes,
my
darling Harriet,
only too
The
little
prig
that, if
we
tell
be
sift
filled
in,
and then
thoroughly
we
are helping to
the idea
99
'
Vitellius
Vitellius
was a glutton and then was a glutton and then The a glutton and then The
',
'
',
',
'
Vitellius
side, if
was a
done
in
'.
It
may have
its
it
may be
a shade
less dull
Loisette gives
part
by by
part.
The
part,
and looking
points
of view,
at least to
By
we
if only
outline,
we have
As
have shown
in
is
an
article
on Practice, the
Part-by-Part System
average learner.
Another advantage
activity
:
is
that
it
encourages
self-
the learner
is
SECTION
XVII.
A
full
FRIEND
marks
all
three got
for all
That
it
Text-book, and
was
try
like
What
:
fusion
it
of metals
"
but
my
friend
wrote
this
1.
"
from
alloy
2.
mixed
proportions
3.
be heated
to the
requisite
degree
4.
for the
used his
He had never heard the question before, but he common sense reasoning on the a priori
:
principle,
There
is
we need
PRIORI REASONING
101
do more
But what
ber, if
is
would be saved
and
in trying to
remem:
we would
means
really
is
common
sense
which
if
the materials
To
say to
the would-be
"
Don't learn
going to an extreme
it
is
refusing
experience
life is
and knowledge of
all
past ages.
Moreover,
limits
if
it
is
excellent
time.
it
is
But
',
you
will say,
it
about
tell
" materials
which
'.
me what
they are
In the two following Sections I will point out some of them, and you will admit (when you add
those which are suggested elsewhere in this book)
that
for
store
enough
want
to
likely to
learn
and remember.
SECTION
XVIII. COMPARISONS.
was trying to impress upon him, to make him learn and remember, the value of complete lists. Perhaps
it
things
to
had never occurred to him that there were such perhaps, even if it had, it had never occurred
:
start
is
my
myself,
what, that
is
knows that, if he wants 10 names of form some club, and if he has a complete
his
friends,
:
of
i
all
the
o he wants
So I might have used this as a starting-point, and, when he agreed with me, I might have shown that
the complete
list
would be a
parallel instance.
I
Here, then,
more
I
learnt
and
remembered.
I
Thence
really
wanted him
and
'
COMPARISONS
'Italy
103
and the
Italy,
leg' gives us
another instance.
leg.
He must
Therefore
Italy.
I
really
I
know
it,
be.
start
unknown
and simple to the more difficult and complicated. A question which must interest us all is What
'
is
Colonies?
How
?
'
bonds of union, or
it
how
loose
Try
to
think
out,
and
it
unless
you have
matter
tried before
you
will
not find
all
an easy
sudden.
to answer
the
question
of
may Even if find a comparison Therefore much. remember not find some bonds of union that you do understand
you have read Burke or Froude, you
:
and know for instance, What holds together your family, your School, your College, your University, your Club, or any other of your " groups " ?
; '
Of
mention
it,
family-
com-
mon,
little
its
home and
its
furniture
and
the
father
and
mother,
and
perhaps
management by
a
little
rivalry with
some other
this,
family'.
Now
apply
; ;
'
io4
HOW
Let
TO
REMEMBER
see
p.
me
comparisons:
others,
I
284
foil,
in
the
Essay-Book of which
(1)
have spoken.
They
know
you to
realise
subjects
(3) they suggest fresh ideas
speakers
and writers:
like this
?
the
question
will
be
what
What do my
that
new
idea which
wish to
will
impress
upon them
their
?
What comparison
and
interest
at
once attract
attention
and be
and
easily understood
(5) this
encourages
teachers
learners
to
observe
hence an increased
treasures in
sympathy
(6) they give us a use for the rich
our minds
be useless
(7) they improve our powers of learning and remembering and reasoning generally
(8) they will
thing that
is
around us or within us
may
prove
valuable as a comparison.
especially,
The study
of Nature,
it
becomes
still
more
essential than
has
been before;
COMPARISONS
(9)
105
inconvenience
they
to
will
and remembering of various things, which will now be grouped together. Learn how the seed grows, and learn how
learn separately,
subject,
and as
how
for instance,
:
how you
will kill
grow.
Much
you
at
all,
less
valuable
in the
than comparisons
following Section.
but of them
shall
speak
their value
'.
Repetitions in disguise
I
this, see
XLII., where
quote a
New
one
:
Testament.
contrasts
it
will
not
there are,
is
true,
some
which
specialists
alone
can
properly
understand,
An
exaggerated
clearly
and
Hence (XXXIIL).
'
io6
HOW
288
foil.)
;
TO
REMEMBER
I
For Practice-exercises
(p.
I
refer to the
Essay-Book
:
(a)
difficult to explain,
and ask yourself: What easier subject will be a good starting-point? What easier subject is something like this ? Find easier subjects which are
'
Take an easy
'
subject
(e.g.
building a house),
difficult subject
be a good starting-point
SECTION XIX.
CONTKASTS.
we should never
was
if
pro-
know what
'
'
sweetness
;
'
everything were
properly
that
'
we should never
of
;
blackness
'
white
'
full
idea of
'
rest
'
',
that
'
calm-
would cease to be
calmness
if
never rough.
In fact, nothing can be completely realised with-
out
'
contrast
(see
',
words
use of this
impressing.
Add
to realise, to learn,
realise
what a
that
I
feeling of
'
tell
them
it is, e.g.
said
above
when
also
you
of two guests
who
io8
HOW
TO
REMEMBER
One
rest.
The
other
has in
want
that,
his bag just what he had thought he might he had not taken any trouble to work out the
possible requirements
carefully,
and now he
been
finds
though
it
his
bag has
pyjamas
certainly
light
to
carry, yet
dress-tie, or his
a complete
:
list
of Headings
like
list
the
first
guest
the
man who
is
has
no
such
guest.
like the
second
For
p.
other
foil,
illustrations
of
contrast
refer
to
291
from the
New
:
Testament,
in
XLII.
the
much
I
same advantages
as
comparisons
if
their
are not
recalling
dissimilar.
Both of them
for
realising,
are
good
for
old
subjects,
learning,
subjects, for
sug-
gesting
writing,
ideas,
for
teaching,
improving our
we
will
group the
CONTRASTS
because they are
of repetition.
repetition without
109
the drudgery
The
Practice-exercises
in
finding
and working
comparisons
SECTION XX.
TO TEACH OTHERS.
There
is
by explaining it to others that, until in making others understand it (and, the more stupid they are, the better the test), you can never be quite sure that you really
so well as
:
understand
it
yourself.
obvious
if
advantage
teach,
may come
to yourself
you try to
the desire
in teaching
to
impart
off'
be to
'show
One
reason
for
is
that
there will
be a certain
re-
sponsibility
the teacher;
task
but
for
!
now he has
to
alas
others as well.
He
upon
his mettle.
it
Therefore
ideas clear
i.e.
will
be necessary
for
him
to have his
in clear
language
in
The
above,
as
said
there
may be an imaginary
audience or
'
TO TEACH OTHERS
imaginary readers
of
:
for
teaching
is
mouth
alone.
in its
Teaching
but
also
articles,
and
letters:
these
can
these
be
means
of
imparting
information.
'
In
all
wishing our
thing.
public
'
to learn
Let
me
much
bered
to the point.
Have you
various
?
'
learnt
what
are
the
and rememMemory-Systems
?
You
to
Then
will
try to explain
them
some one
and you
in too
The much
it
it is
that in
'
life
most of us soak
out too
little
:
information
and
let
we
as
turn
force
in
Try to do as I suggest, and see what you fail to remember: in a note-book make notes of these
failures,
and
correct them,
Repetition
offer,
is
shall
perhaps
the
to
commonest way of learning things with a view in its barest and least remembering them
:
scientific
form
it is
dullest
and
hammer
at
first,
by the
way, you
hit softly
carefully.
When you
and deeper.
It
is
common
fault
to
'
'
i.e.
before
'
realising' the
ideas.
It will
include
Masses and
else-
'
learnt
'
in
England and
level
Photographic-cameras, of Printing-machines, or
Phonographs.
It
is
sheer
sacrilege
nothing
less.
REPETITION,
First
113
of
all,
you must
and
;
select
you
then
and
con-
must
care-
(if
you must
fully
outline,
you must
compel your
ing, as far as
will
if
common
sense,
you possibly
can.
These two
latter
another form of
itself.
Let
Chapter
XL IX.
to
different ways of impressing a mind and the memory, or we might say that you have some different kinds of memories. (1) The power of learning and remembering by
thing on the
the eye
(a)
(b)
you can use by seeing the thing itself, by seeing a picture or photo
or drawing of
the thing,
(c)
(d)
by seeing a mental picture of the thing, in some cases by acting a part, when
the
body may
(e)
also help;
written down, or
ii4
HOW
the.
TO
REMEMBER
eye
if,
(/)
hand
for
example, you
the
down
word
than by
There are many who remember by (/) better Do not (e), and by (e) better than by (c).
strongest power,
but sometimes
To many,
ear are
by
nature or by training
more
by the
serviceable
You can
by
listening to the
or
by saying the words out loud by imagining some one to be saying the words*, by saying them out loud to one's self (d) in some cases by acting the idea as well
(b)
(c)
'
'
'
e.g.
by listening to a reproduction of the words, by a Phonograph. learning and remembering by the (3) While
(e)
'
reason
(in rather
one might
',
but this
itself,
would not be
Anyhow, only
effects, etc.,
the idea
may seem
to
* Cp. the effect of saying to one's self Again I seem to hear the quiet rippling plash of the waves on the sands that white-hot mid-day in
'
July'.
REPETITION,
be the impression
left
115
(e.g.
power
to draw), according to
paper), so
and you must decide which means to adopt. I will suppose that you have grasped the general outline (if there is one), and that you have more or
less
will
now
to be distracted,
if
it.
Take the
mind's eye
first
Heading by
can).
(Section XV.),
(if
by forming a
Heading
picture of
in
your
you
either by by attacking either by bringing the same spot again and again two or more powers to bear upon it one after the
Conquer
this
thoroughly,
sides, or
;
attacking
it
single
power
upon
it
repeat the
or of
its
Heading
(the
sight
of the
picture
',
of the sound of
'
its
spoken word o
words, or the
until
idea
'
of
it,
or
first
you
When you
first
Heading, profirst
once
Then conquer
u6
the second the
first
first.
HOW
Heading
TO REMEMBER
as
and second once more. And so on. again and again making R/sum/es. Repetition by constantly increasing Resumees is
You must be
all.
list
your
mistakes
(if
there
are
any)
;
correct
them
list
once more
then, after
After each
Where
method of
(a)
repetition
all
is
that
it
not as a whole,
each part
(b)
turn
till it
going over
(c)
is
new
and
at
intervals
correcting,
Diagram
V.
will
first
show
Headlast
how
ings
strongly the
will
become impressed
mind
:
upon
the
the
Diagram V.
i.e.
by beginning
at
'
REPETITION,
117
XXXVIII.)
often
R&umee
'
is
means
Thus
'
truest
Magnanimity in politics is not seldom the wisdom might be learnt thus : Magnanimity is wisdom Magnanimity in politics is wisdom Magnanimity in politics is not seldom wisdom Magnanimity in politics is not seldom the truest wisdom With the simple we begin, and to the simple we add by slow degrees. To draw pictures of an idea, to describe it in writing (in as many ways as possible, which will be good practice in paraphrasing), to write it again and again, to say it again and again, to explain it to
'
',
'
',
'
',
'
'.
it
it
(see above), to
it
it,
to
compare
these
it
and contrast
all
with
all
of repetition.
them
there
should be no hurry
with
all
of
them
there should
realising.
But do not imagine that this means a tight bicycle-race gripping of the hands and a set
'
expression of face.
attention
is
The
allowing no such
call
it,
various outlets.
ii
HOW
TO
REMEMBER
NOTE.
Mr. Henry Wood,
gestion through
applies the great
of Boston,
purpose.
He
;
gives
to
p.
a very practical
108.
Pleasant
and healthy
of paper
on pieces
first
(see
relaxed and
silent,
PAIN
for
IS
FRIENDLY,
become
indelibly
many minutes a
Then
unnecessary.
J.
Hudson's
"Law
of Psychic
It
Phenomena"
seems to
(Putnam's), which
should be
p.
reinforced
94
foil.),
that this method by various Paraphrases (Chap. XV. and by the Re'sume'e (Chap. XXI.) i.e. former
:
me
new
sentences are
or by
a PhoTiograph).
should
employ the
will
Picture-forming
Memory
be
Eye-Memory
at present,
for words.
PART
IV
PAGE
XXII. To Observe Useful Points XXIII. To Link (The Loisette System) XXIV. To Localise (The Room-System)
121
.
'23
132
XXV. To Connect with Things that are Easier to Remember (The Peg- or
Anchor- System)
XXVI. To
XXVII.
XXVIII.
....
.
134
Substitute (a System especially Useful for Numbers) To Initialise, or to Put the Part for the Whole (The Cabal-System) Blend-Words (The Brunch-System) Absurdities and Humour Rhyme and Alliteration
139
142
150
152
153 157
159
160
162
So
far,
the grossest
:
and the means which we have used will have been quite enough to enable us to learn some subjects well, if not to remember them accurately. And with
pedant or pedagogue
allow
these subjects
the
Memory -System
or words which
list
of
names
have no
not
real
many
of the above
serviceable.
SECTION
XXII.
the
first
coincidences
And,
if
we only
(p.
memory. we
good
points,
abound everywhere.
extraordinarily
useful
Loisette
instance of
33) gives
an
alter his
(1)
Mary
The
first
William began
the
list,
the last
last
Queen
Eliza-
beth,
Mary, the first Queen, was followed by and she by the first James. (4) Anne was followed by the first George.
(5) third
(6)
Anne, the
William
William
I.,
I.
and
II.,
George
II.,
III.,
and
IV.,
Edward Henry
I.,
II.,
and
VI.,
III.,
IV.,
v.,
are
to be noticed.
(7)
James
I. I.
Charles
II.
Charles
See further
Loisette's
or
study
the
Pelman Course.
123
HOW
plume and pen
TO
REMEMBER
arbre and
to every one.
By extending
jamais
'.
such
helps
'
as
this principle
'jam,
eh?'
we have
1
never
See
Barte's
I
Memory
for
numbers and
'
SECTION
XXIII.
WHAT
ideas
come
all
fnto
?
of an unripe gooseberry
down
a moment,
scrugle
'
'
sugar please
It
may
fool.
Now
ideas
little
lump, and
are
why
should you
the
The
tied to
Everycertain
has
p-
/"J
N
,
f\
.,pih.
(_ m J&Qjr---~---"
~-KP\
/Q_p{
depend on the
vidual.
indi-
*-'
(j \J
Sj
^-...^
^Yt^ b (!"l
K
n
\
remember
two
/ /fi
i.y
Y^*___
we
Diagram VI.
'
Berry and 2 might be School I might be Berry might keep a good school somewhere.
' '
'.
Mr.
124
HOW
TO
REMEMBER
At present they are unconnected, and perhaps you connect them together in your mind by repeating them again and again or else you ought take the to connect them together, but don't
:
trouble.
Now
ii.
let
i.
(Berry)
suggests
('
Gooseberry
'),
'),
and
(School) suggests
')
Scrugle
and
i.
('
Gooseberry
ii.
or
at
').
least
i.
('
Unripe Gooseberry
')
suggests
('
Scrugle
So
we have connected
things which
(Berry),
i.
(Gooseberry),
ii.
(Scrugle), 2 (School),
and, backwards,
2 (School),
If
ii.
(Scrugle),
i.
(Gooseberry),
(Berry).
will
you want
be able to
now
practice)
:
or vice
To change
the
now put
The
try
it.
and 2 no
jump
to
be made.
become
you
And, besides
pass from
1
ii.
this, after
over
i.
and
is
enough
to
(as
never),
three.
sometimes
even
125
As you
the
'
System
at
first,
word or idea
'
groping about so as to
some association to bring it nearer to B, and you must imagine B groping similarly. After a time A
and
will
But,
you
is
very unnatural
we
have we?
only
Let
me
'
we
you
have,
',
unnatural
to
'
and you
call
it
hitherto
unknown
which
grass
'
Take the two words asparagus and sparrowwhat is the connexion between them ? : None you will indignantly answer, at least none
'
',
worth mentioning
this
is
pun
'.
Let
tions, to
me submit to you one or two considerashow you that even in your mind, whether
it
members of the same group, and are bound together by very close ties. you admit that by admit(1) They sound alike and the rhythm ting that there was a sort of pun of the two words is somewhat alike
:
(2) in
for
both
and
sparrow-grass
contain
spar-g-s
;;
'
120
HOW
(3) the
TO
REMEMBER
something
alike,
for
one characteristic
:
is
common
to
asparagus
and grass
(5) the
of
'
many uneducated
' '
two are associated together in the minds people, who sometimes call
sparrow-grass
'
asparagus
'
or even
'
grass
'.
The fact of it is that asparagus is a word to those people, whereas sparrow and
'
strange
'
'
'
grass
The connexion
is
of association in the
mind
minds of
many uneducated
If will
people).
you look
at the
examples
in
are seldom so
words
often
merely or mainly
'
one of sound
'
association
'
(cp.
Ding-dong-dell
and 'Pussy').
The
great point,
you
Let
me mention some
to
Two
types of connexions.
words
may
be
like
one another
some extent:
their
general
rhythm
may
127
'
like any one syllable of the other e.g. untamed and nameless attention (when protaboo and nounced ten-shun ') and shunting tabby cat etc. Puns and riddles suggest hundreds
:
may be
'
'
'
',
'
'
'
'
'
',
'
',
of examples.
(for
and you
the beginning
is
is
importto
letter
alone
quite
is
enough
important (as
syllables are
Rhymes can
important.
In Novels and
kinds of Compositions,
In finding a sound-connexion
'
one has to
like ?
'
ask
What
does
this
word sound
With un'
familiar
words
(e.g.
names of people or places) one has to ask What familiar word or words does this unfamiliar word Hypotenuse sounds like high pot sound like ?
'
' ' '
in use
'.
It
was because of
looks like
its
The word
CRANE
GRAVE.
word may look like any part of the other word, or the whole words may look rather like one another. It is often a good help to mark the similar parts by
underlining, or thick type, or capitals.
(C) Characteristics,
'
128
HOW
The word wealth
'
TO REMEMBER
'
words,
e.g.
synonyms
(riches),
is
also
is
also
'
wealth
and
'
a wealthy
man
'),
(D) Contrasts,
(E)
e.g.
poverty.
Associations, e.g.
the
crisp
paper of a
5
and
Bank-Note.
be
got
Good
instances
of association
(e.g.
could
from
Advertisements
spade
Branson's Coffee-Extract).
It
is
in
at
lamp-post).
Materials
lavishly
for
by our
daily
by
all
that
we
see or read
two words
very
quickly.
Only be sure
that, before
first realise
The
list
129
links,
and
2,
both
and so
on.
When
well.
backwards as
Try
the
to reproduce
;
it
after
a short interval
fail,
(e.g.
during a walk)
notice where
It
is
you
and strengthen
let
weak
links.
important
not to
the
interval
be too long.
A
(1)
few Notes
may
be helpful.
The
links of
asparagus and
sparrow-grass).
logically,
Words which
reason
like
this.
and
raison,
are
invaluable
because of
because
tion.
Humorous
are
they
unusual
and
arrest
the
atten-
between
'
dough
'
and
'
foe
')
mere appearance-links
(as
between
(3)
'
Long words
Too many
Double
lists
links
(even
three or
four)
are
may
be
used
in
the
most
is
important
weakest.
9
chain
strings
It
is
two
to
: !
130
HOW
'.
TO
REMEMBER
that the strength of a chain
link.
your bow
is
Remember
its
I
the strength of
(6)
weakest
Links
in
com-
Rhymes
chains
(XXX.), as
(7)
if
in Section
V.
in
many
'
you do use it thus, you will be liable to take the wrong turning when you come to the cross-roads (8) Make up your own exercises for yourself, and
'.
practise
them
at
odd moments.
carefully as
sit
you walk
you
in
a carriage or
Try
it is
to find out
why on
earth and
on earth
be Advertisements
their real
and
con-
And
to
Why
goods
by more
is
:
and how?
you might say, but still the links hold firm. Far the best test of every chain Will be its power to bear the strain.
the picture of a jester at a New York what has he to do with Ayer's Pills ? The link is given by the words put into his mouth, 'Tis no merry jest, Ayer's Pills are the best
There
station
'
'.
He who
131
and perhaps
yellow
often
when he only
sees
similar
link has
colours,
The
been established.
This
might serve as an
example
also
of
the
| '
SECTION XXIV.
This
found
is it
one
of the oldest
'
very valuable.
is is
my
not worth
that
Bookshelf
studying closely;
s 5
Folding
Desk
Qoor
Box a
Oxford!
D?
geon-holes
r
papers.
Chair
Qj
Desk
Chair
Q
Weighing
| '
Machine
Cupboard
Fireplace
Shelves
Diagram VII.
it
its
20
know very
call
well
by
sight.
shut
my
eyes,
can
room.
133
when I want it I know exactly where to lay my hand, in the same way on each place or thing in the room I can put
etc., in
an idea or Heading.
that
I
:
Suppose
I
have 12 Headings
want
to
Zodiac
Twins on the two chairs, and so on. I associate the pairs together, and when I want to get all the 12 Headings I have only to think of
the
The
different
rooms
in
familiar
house,
the
they can
The
all
all
be
have Headings
a
tied
on to
them.
Stokes'
Mnemonical Globe
is
map
of the World,
is
and
tion
:
ears, are
easy to
'
place
'
in
your imagina-
fixed pegs
you can
reader
to
applications,
'.
refer
the
Stokes on
Memory
SECTION XXV.
REMEMBER
(THE PEG-
OR ANCHOR- SYSTEM).
LET
us
of the
Localising-System.
by
means of an anchor.
something firmly
fixed,
The
general idea
is
to
have
in order to
which otherwise
at
all,
we might
still
scarcely
be
to
able
seize
to
hold
at
and
less
be
able
upon
a moment's
notice.
And
so
it
is
here also
we
often
we wanted
We want to remember to take a parcel with us when we go out, we want to remember two names, we want to remember a Map all three things we
:
may know,
in
But,
when
135
we because
'
we
find
ourselves groping
we
running about
What we
which
shall
require, therefore,
is
be
(a) easier to
remember than
moment
that
we
want
The parcel we perhaps put in our hat, for our hat we shall have to put on before we go out the two names we perhaps link (XXIII.) to something which we shall have to see in the course of the day, e.g. the clock for the Map of Italy we think of a booted
; ;
that will be
enough
to recall
Now
the
first
'
Localising
'
(above)
may be
said to include
shows us
we want
to
remember a hard
it,
we must
which
is
often
more or
but which we
know
It is
drawings,
and below
shall
of those which
we
hard to get
so vividly fixed in
136
HOW
TO REMEMBER
it
at a
moment's
Now
hold your
left
hand
and
pointing
downwards,
is
in
will
Diagram
have
IX.,
and
you
something
Diagram VIII.
carry
it
like this
Map
you
true
as a startingwill
point
always
There
inaccuracy here,
it is
mind
(Achaea
&.
Thumb(Alfica)
Elis)
I?!
finger (Argolis)
little
Diagram IX.
before you think of accuracy of detail. Afterwards you can take the Map part by part (see XVI.), and
make
'
137
this
would be
Initialising
XXVII.).
The system of starting with what is easier to remember has already been applied to numbers, and will be applied again in Sections XXVI. and XXXVI. Thus to alter the figures somewhat
it is
far easier to
it
is
of the
whole,
and
important
part
to teach a
inquisitive
child
to
draw a
pig, for
pig?
Does it not become easier if you begin thus, that is to say, if we assume that the child has no idea of drawing?
I
is
Alma
should be
' '
Tadema's.
practise
'
But advLre and which should be practice ? (Verb) and advice (Noun) are easier so start with
:
them.
For
the
spelling, this
is
a useful help.
the
will
Of
many
things
of which
sounds
are
familiar to you,
starting-points, I
form good
(e.g.
of people
138
HOW
TO
REMEMBER
These
must
will serve as
prompters
refer to
XXXV.
apply
We
to
exciting causes
'
for,
little
bits
of iron
that
we need
is
the
magnet
them
with.
SECTION XXVI.
THERE
are
many who
If
find
it
very
difficult
is
if,
to
remember numbers.
the case of a
the exact
is
number
:
not
easier
but
as in
number of a house, or of a street in New York, the exact number is of importance, then
it
for the
'.
above-mentioned
people to have
Loisette's
similar,
and
to his admirable
little
book
further examples.
Loisette's
Table
is
4o
HOW
TO
REMEMBER
Ways of remembering (some
are
Number Consonant
6
my
own)
SH,J, CH,
G(soft)
Six
SHy
Jewesses
CHOSE GEORGE
(Loisette)
G (hard), K, C
(or Q),
Came
NG
F,
P,
V
B
is
like
9 turned round.
the
in
for
vowels so
Thus
by the words
Notice several
SPecies (S
points here
(i)
= o, P = 9,
is
Date
809).
There
the
you
reject
as
much
(ii)
(iii)
as possible (XI.)
first
two
letters
is
'
alone count
intimately associated with
'.
Origin of Species
to
fourth point
is
be noticed.
:
Ho you
this
word SPecies meant nothing you had to refer to the Before Table, to see what S and P represented. you can find the System really useful, you must give
up a good deal of time
letters,
to
and
to practising them.
may
(v)
Where no connexion
exists
TO SUBSTITUTE
'
'
141
and the number-word, then you had better link the two together: thus, 'Waterloo', (18)15, might be /ea/' hence " Waterloo water fish tea.1".
'
:
And
see further
XXXVI.
we
shall see that
'
Substitu-
'
On
the very
same day
etc.,
that
write this
receive a
how
to
by a Special Code
15
would be an
instance.
count,
and
Bedroom,
then,
is
abroad).
I see that, in the Code, T = morning, Y = evening. would be an example of Substitution (or Representation)
This
:
vide
Ministers,
The word Cabal gave the initials of the five RYGBU (or, reversed, UBGYR) gave those
;
H.R.H., W.G.,
are
Cp. also
P and
When we come
see that
it
to
is so,
why we
we
initials,
because the
It
is
so prominent a
the
first
is
like
the
words of a book
look
it
to
about
for
other
TO INITIALISE
examples,
143
we
see
that this
way
of remembering
almost inevitable.
You
say you
know Jones by
more than the
you
really
know
by
little
You do
not
know Jones
thoroughly
sight
you know
You
names
Now, why on
extended?
to
You have
a
1
list, let
us say, of 12 things
be remembered, of
persons to be seen.
have discarded
that
for
economy's sake
all
the
the
you are not in the least likely to forget, or all names that are unimportant; but still you have You know them all, you have realised twelve. (see XV) all the things or people, and you could
'
'
only you could be told Very well then, take those first letters and make them up into a word or into two Then hang these new words on or more words. some peg (see XXV.), on something which you are
recall
them
all
directly, if
'
call
on
'.
real
words
The
a fancy word
may be
If possible,
just as
Rome, the centre of Italy, might be associated with AS GEM CREATING FOCUS (Section V.).
144
HOW
If sentence,
TO REMEMBER
you cannot form a word or words, then form of which the words have the same initials. Vide id. This, however, seems to me to
a
be a cumbrous method.
If,
in addition,
or form
them
into as
you can link the words together, some sort of a Rhyme, so much
as
this
the
better
long
the subject
care.
is
important
enough
to
demand
But
anyhow
it
would be good
I will offer
practice.
first
In a book on food,*
well to impress
considered
itialise
it
safer to
avoid.
determined to
in-
these things,
and
TO BE AVOIDED
(2)
I
underneath one another ; those that began with consonants were in one column, those that began with
could:
thus
Smoking
Tobacco
(or
or Pipes)
would appear as
Smoking Tobacco
Cigars and Cigarettes
Pipes.
*
Not up
to date.
TO INITIALISE
(4)
145
Then
had
tried to find
many
combinations,
arrived at
the following
list.
N.B.
It
is
needless
list,
to
say that
while
is
it
it
is
only a
rough-and-ready
and,
may
be too
incom-
sweeping
in
some
directions,
certainly
plete in others.
Alcohol (wines,
Smoking
Drugs
Eggs
Flesh, Fish, and
Fowl
Extracts of Flesh
Coffee and Cocoa
Tea
Sauces and Savouries (and
It
is
Irritants).
of
the
greatest
importance to
know
number of
XXVI.)
for the
awkward customers.
lists
As an
exer-
cise, refer
You might
virtues Romanising assimilatingleavening extending impera separating Isolating divide Senate government aristocracy council Position geography Luck fortune Unity harmony cohesion and co-operation.
Character
et
'
146
HOW
TO REMEMBER
Needless to say, such an exercise will greatly improve your control of language, both in speech and in writing. They will also encourage you in
learning the vocabularies of Foreign Languages
divide et imperd), which, as
(e.g.
we have
seen, are
of
for the
words
in a
few cases.
'
Thus
',
for
'
Alcohol
might be substituted
mind.
Incoherent
your
write
line,
the
first
letter of
As
you may
also notice
{a) J
and
Vand U
H
(b)
(r)
or no
first
H
two
letters, e.g.
the
AT
for Attica
the second
letter, e.g.
for
enemies
;
(cp. the
illiterate spelling
or
(d) any prominent syllable, which, when you draw up your final list in order, had better be marked by some special sign (e.g. underlining or
coloured ink).
You
words
:
therefore
and
will
some of
(e.g.
Competitions
in
the
Weekly Papers
Weekly)
Tit- Bits,
TO INITIALISE
But, supposing that there
that
is still
147
a difficulty, and
you do not
like to resort to
(e)
these initials
then you
may
find
it
easier
(/) to choose the words with consonants, and then arrange these consonants so as to form words,
inserting
count.
any
vowels
you
like
they
will
not
Tyrants
in
this.
remember " Rebels in the South", the North " the word aRiSToN will
to
:
give
you
Cp. apiatov
fiev
vSoop
on the Salut-
aris-Water bottles.
(g)
(fi)
Or
e.
would
be
fAcEtlOUs would
(z)
You
may
insert
letters
(especially
at
the
end), or
(J)
this will
you may omit letters, always provided that not cause any confusion to you.
the only
limits
In
fact,
to
changes and
alter-
they must
not
be the cause of
If
is
clear to
all
means
Let
let it
me
for
it
is
essential
if
you
can, then
are
connected
148
HOW
TO
REMEMBER
re-
member.
far
more
In
be able to do
this.
'A
History of
suggested
Rome up
'
to A.D.
500'
'
(q.v.),
have
IT
CRAMPS
ALL
as
good
Memoria Technica for the Emperor's power at Rome, seeing that it was supreme and did keep others from free and independent action.
In teaching,
it
is
such words
surface
it
At
least
it
is
them
first
to try to
make one
themselves
and
it
certainly arouses
some
ideas
interest.
We
so
remember whole
by Headings, which
are not
much the whole idea as an important part of it, so we can remember the Headings themselves by their initials, or by some part of the words. If we wish to recall the whole, we need only recall a
part.
One
a
or
to be
may make
In keeping to a path,
we
in order
remember a whole song or tune, we often need only remember its first few bars, or even its first
notes.
TO INITIALISE
By means
can
strung
of words
149
initials,
formed by the
Instead
we
a
of having
number of beads lying about here there and everywhere, we now have them all fastened together.
NOTE.
The
('
For example,
have applied
:
it
to
my own
Proteid
Food
Pure
Readily prepared
Overcomes weakness
Tones
the nerves
Economical
Improves the digestion
Delicious.
It is
;
good
'
Initialisings.'
' :
We
+
'
Brunch
' '
can represent
Breakfast
Watch
'.
',
and so on.
Give
Clock
a hurry
once put
family
'
my
Do
do,
it
this
is
unnatural
'
If
you
little
is
way
in
Thus the other day I heard a man some little penny book was the masterpiece of any penny article in the world
out
that
'
'
'
the masterpiece of
penny
articles
'
'
penny
article
'.
The beginning
of one expression
Portmanteau-words.
is
The
easiest
type to remember
151
vice
we wished
to
remember
'
Alma and
might be a word
for Philip's
conquest of Amphi-
Anyone who
glances
at
the
masses
of
Comic
Papers on a bookstall, or
of their enormous sale, or
'
Adelphi
'
business
'
in
a melo-
drama,
is
it
factor, if
only
we could
not for
power
though
a grand educational
a very Niagara of
the
'
of us, for example, can remember well news of the month by Stead's pages, in the Review of Reviews representing the events of the
',
' '
How many
also,
and other
educate
the
that
to
us
to
remember
will
mention one
'
absurdity or
meaninglessness
of the word
If
may
Julius
help
it
to cling in the
memory.
we take
Caesar's
Death
in 44, this
'
would be rr by
Loisette's
Table
I
the word
Juliurr
'
might be formed.
hope to
:
more
it
fully in the
future
leave
tion that
deserves investigation.
SECTION XXX. RHYME AND ALLITERATION.
By Rhyme, be
Poetry
:
it
understood,
Rhyme
'
and November;
But
here
I
I
when February's days are twenty-nine.' do not call them Poetry. No: by Rhyme mean a special kind of similarity of sound,
with
generally
purpose.
Rhythm
also,
turned
to
a useful
Of the Rhyming Advertisement (such as 'They see the Preface) I have already come as a boon Children are usually very fond of Rhymes, spoken.
.
.
',
and learn
easily
lots
and quite
indelibly
'.
greatest aids
also
to
one of the
if it is
it
used improperly
apt to be used
(Section
XXXVIII.).
And
is
so
should say
154
HOW
it
TO
REMEMBER
Rhymes may be
'
that
as a
means of
if
'
'
and
dates, etc.,
these
have to be
secured
'
some-
how.
Before
I
go on,
let
me
is
Rhyme
used
in
something sacred.
used in
beautiful
It
is
Rhymes
are
are
Hymns, and
Poetry,
that
as
Rhymes
self,
such
according
to
Max
Miiller,
not
have
admitted anything to
itself.
be revered
the
No
so
Rhyme
things
has no sacredness
(alas
!),
Rhyming
it is
not,
like
many
cut
off
from
it
being
has some
connexion with
religion.
Rhyme was
it
given us to
for scarcely
any better
The Zodiac
tions,
Signs, the
lists
of Latin Preposithe
|
the
lists
('
of
In
Latin
Genders,
English
History
Rhyme
43 a Roman host
Coast
. .
from Gaul
be enough
.'),
the Rules of
Whist, and
many
more
will
than one
also be
examined
carefully,
enough
to prove that
means
singularly
useless information.
155
But the frequent misuse of a thing is, in itself, no argument that it should not be used at all.
if
And,
fully
attended
Rhymes
will
become,
:
think, a
I
and energy
that
though
know
are
them.
I
will
Headings, and
first
after
thoroughly
'
realising
'
(XV.)
the
the
individual
parts,
one
-
by
one,
and
after
repeating
turn
Resumee Rhymes.
method, then
try
to
Rhyming
used at
Dictionary
first
(e.g.
little
but
is
Walker's)
as
:
should
be
not
as
silly
possible.
Do
work
many
great
writers
and
their
command
find that a
the
fresh
with
capital
letter.
It
is
apt
to
middle of a sentence,
and
If
regard
it
you
find
the
transitions
156
HOW
used
:
TO
REMEMBER
'
links
'
should
be
but
is
in
IV. you
will
find
an instance
where there
no need
for this,
wonderful how quickly the faculty of It is Rhyme-making is acquired. Of course the better the class of Rhyme, that is to say the nearer it
is
it
will
be
for you.
Therelearn
'.
fore study
(see
XXXVIII.)
'
some of
it
by heart
'
',
not merely by
rote
As
the
is
to
the reasons
first
why Rhymes
there
is
are easier to
remember,
of
all
the regularity of
Rhythm
(see
then
there
if
help you to
which
rhymes with
that
You have
is
a double chance.
Alliteration
which
impresses
'Williams'
Pink
Pills
'
for
Pale
DeadBonanza (see the Essay- Book, Whereas the Rhyme as a rule means p. 304). that only the endings of the two lines resemble one
',
',
wood
Dick's
Big
may mean
that
many words
beginnings.
THE power
mind
not
is
that
Khythm
but
human
greatly
Rhyme possesses
are
only savages
animals
by it. It seems to be closely connected with the rhythm of physical movements, such as
affected
one sees
of
in
a Maori War-dance.
As an
instance
halt,
take
if
he be helped
by music
can
it
who
especially
often
continue
Rhythm and
Para-
Rhyme
be twice as
hard to remember.
But there
or
in
is
this to
be borne
in
mind
if
the
simply
listens)
if
on the memory,
and
is
sounds,
one
will
not
may
158
HOW
I
TO REMEMBER
it
never
sense
till
realised
either.
the
case
of
lifeless
memory
the
fine
until
the
ideas,
realised.
am
firmly
convinced
swinging Rhythm
Lord's Prayer (a
of the
Rhythm
much
to
do with the
realised
scarcely
must be borne in mind that other Languages Greek Iambics, and Latin Hex:
all
useful,
in
the
learning of those
Rhythm
beyond
and
or
cements
the
whole
mass
together
'.
is little
to help the
memory
(cause
next,
certain
logical
connexions
effect,
etc.)
between
perhaps
an
occasional
of
sound.
additional
reality
the
metre
itself,
which
is
in
sort of
framework.
those
It
gives us
quantities of
member.
SECTION XXXII.
MUSIC.
Of
very
memory
it
shall
say
as a
(b)
subject
to give a
warning, like
that
which
have
:
already
that
given
about
Rhymes
and
Rhythms
viz.
music
until
memory
should
Into
the
the
question
I
of
why music
help
I
memory
that
nor would
assert
any
of tune
would help us
to
remember any
In the
first
sort of words.
be worth noticing.
place, without
tones
'
of
and so on.
connected
:
Secondly,
with
the
certain
cat's-cry
certain
notes
are
closely
vowel
(as
')
thus
to
in
'
How
Learn Philology
certain
(ni)ee
sometimes a
tune
in
which
glides
notes,
-yahwoo) seem
'
vowel- and
as
naturally
as people say
ha
ha
'
when they
in
the case
he
he
! '
a high note.
SECTION XXXIII.
EPIGRAMS.
'
Take
will
take
care of themselves
is
it
an
is
Proverb of an
epigrammatic kind
she
also
grossly inaccurate,
an
hansom
could
it
to
the
Stores
and
at
local
get
something there
The
is
reason
:
why Epigrams
remember
this
alliterative,
fair
play
is
not distracted by
'
pro
'.
all
however, they
orator's
fist
like
of an
his
voice
or
the occasional
do
thumping of
serve to
wake up
must
and
The
orator, however,
often, or of
thumping conoften,
if
EPIGRAMS
especially
for
if
161
is
no need
emphasis, then
we
shall
cease to be aroused
upon us
is
really important.
So
it
is
with
the
If
' '
SECTION XXXIV.
ALTERNATIVES AND
COMBINATIONS.
HAVE
helps
and
some
application (e.g.
suited
for
',
certain
subjects
for
(e.g.
the
'
Substitutionfor for
System
those
XXVI.,
find
certain people
(e.g.
it
the
Substitution-System
to
'
who
hard
remember Numbers),
and
for
but
may
other people.
is
to be learnt
more helps
it
in the case of
each individual
'
for
'
example,
in
your
Realising
'
and
to
Rdsum^e-Method
most of the
alone
may
be
sufficient, at
any
rate for
subjects that
If,
remember.
however, there
recommend you not to venture all your learning in one Method or System, but (see IV. and V.) to combine two or three Methods or Systems, making them ready to reinforce one another, so that, in
case
there
one
strand
still
of the
16a
rope
should
will
give
way,
firm.
may
hold
'
163
defeat in
good general guards against the possibility of any one place. Reflect, also, that the
weakest point.
of
its
To
have
important
should
matches not
The
need reinforcing
far off.
I have given scarcely but let me add another Classical History example, viz. Philip's conquests from 357 to 346 I will suppose the facts, and their effects, etc., to have been already realised by the aid of a Map, etc.
: : '
1.
Rhyme.
From 3, 5, 7 when Athens is fighting her Allies, Amphipolis and Pydna are won before her eyes, Potidaea then Philippi a mine of gold supplies Methone in three fifty-three ; in Thessaly he beats the Phocians, also Pagasae but from the Gates retreats. Olynthus in three forty eight the Phocians 3, 4, 6. After the Peace he TAME-ly seems in conflicts scarce to
|
|
mix.
2.
Rhythm.
kind of Hexameter
:
Rhythm might be
suggested, as
follows
Amphipolis Pydna Potidaea Philippi Methone, Phocians, then Pagasae, then Thermopylae,
Olynthus.
3.
then
Initialising.
TTirace
his
Argos and
Afessene (against Sparta), and his schemes in
Zfuboea.
164
Substitution
"
HOW
Peace
TO
REMEMBER
(346)."
4.
and Links.
War-marching
5.
Brunch-word.
Amphipo/z'i-
and Pydna
lispyd.
PART
SECTIONS
V.
.167
177
.
.
.184
.
186
<*$
SECTION XXXV.
To
be able to draw
Maps and
Plans
is
very useful,
and
for giving
travelling,
It
is
these
subjects
helped
very
much by
;
the
of
use
the
are
for
of pictures,
but,
out
thousands
very
these.
who study these subjects, there few who could reproduce the drawings
learning
Roman
many
Map of Rome
Greece or of
:
and what
is
is
equally
true
of other subjects of a
more
practical nature.
Map
of England,
by
68
HOW
TO
REMEMBER
Drawing
is
'
of
little
use
'
realised
at
the
same
time.
book, a learner
is
by thinking over the advantages of mastering the subject, and partly by trying to reproduce at intervals what he has learnt. Above all he is advised to select, and to reject as
much
as possible
tion far
an average
;
Map
be
or an average Plan,
to
excess of detail
in reality,
begin with, he
should
safely omitted.
At
by
the
thick type or
of particular import-
Another great help towards learning and remembering a Plan, for instance a Plan of the
human
body,
is
to find out
As
in
most
subjects, so here,
it
is
begin (as 99 people out of a 100 do) by studying the whole Map or Plan all at once. The learner should
first
it
is
the
it
169
he has
tried, let
him look
it.
and correct
his
attempt by
Having thoroughly-
may now
proceed
by
and to get
it
If
you wish
it
to test
its
how
far
explain
to others, or to reproduce
Map
short
'
repeated
'
at
intervals
and corrected as
well.
Coming
the
to the
observation of useful
Professor Meickle-
points.
john
deal
has
done
great
the
towards making
Maps The
'
give a sample
of
my own
here.
'
Diagram XI,
is
Link-System
as useful for
Maps
line.
'
as
it
is
by
it
main
in
stations
Of
'
Localising
XXIV
170
HOW
TO REMEMBER
it
to great perfection
But, of
all
know
for
remembering Maps
and Plans, none equals the following in respect of Every one feels facility and rapidity and certainty.
that the
it
Map
of Italy
is
it
which
familiar to
everybody
let
us apply the
same
We have
reproduce
had a
Map
of the Peloponnesus
will
;
it is
not
find, if
you
try
and
some days hence but, supposing you hand opposite to you, with the fingers pointing downwards and the palm facing you, and supposing you drew what you saw, you would have
held your
left
moment's
notice,
like
enough
poses.
to
the Peloponnesus
ordinary pur-
Map
:
of the Mediterranean, of
is
which
spoke before
it
that
But study
order,
their
will
Notice also
how
easily the
Capitals
Ancient
Eastern
of
remembered
by
means
the
Initialising below.
171
Diagram XII.
(Sahara)
C.
co/a(s
yer
r>
d
H>
Diagram XIII.
Diagram XIV.
()
172
HOW
these
well.
TO REMEMBER
Map
look at
means of remembering
least ten
;
and see
below as
other ways
which are so familiar to every one that they form easy starting-points for these rough outlines, see
the end of the Section.
Diagram XV.
Diagram XVI.
is
You
it
will
very inaccurate.
are
is
but
Maps themselves
inaccurate
So no
Map
coast-line:
we have to be content with something we must get a general impression whole before we begin to study any one part,
;
by
itself.
The The
Initialising-System
comes next
in
importance
after this
Rough-Outline-System.
and Countries in old by the Initials, P.S., See Diagrams XVII. XVIII. XIX.
173
Diagram XVII.
neveh
Ecbatano
,on
-Sus
'Persepoli*
Diagram XVIII.
ASSYRIA
Nineveh
MEDIA
Ecbatana
Babvlon
BABYLONIA
X
Diagram
SuSA
ELAM
PERSI5
Persepolb
XIX
namely, Celtic,
The
the
Italic,
initials
North of the
Mediterranean,
word Cigar.
Aeolic,
Ionic,
The
initials
word Aid
(see
Diagram XX.).
Greek Tribes
in
In Diagram
XXI. we
:
see these
5
Greece proper
the figure
gives
::
174
HOW
TO REMEMBER
Greece proper.*
D J
\D
Diagram XX.
Names, even
nothing
:
Diagram XXI.
names, are better than
1,
ridiculous
for instance b, a, c, a,
m, a (see above).
The use of absurdities and of even the feeblest jokes is by no means to be overlooked I consider some of
;
silly,
that
they are
among
possibly be
imagined
there
long
lists
of names in the
memory
the
Maps
and Plans.
letters,
the
small
letters,
and Greek
175
either separately
great
number
of shapes.
lines,
generally speakI.,
(Diagram
etc.).
Alma
Tadema's drawing of a
lines, will
Various
triangle,
figures,
such as the
cross,
circle,
and the
and combinations of
;
also
afford
good starting-points
in various positions
pictures
of
men
sizes,
and women
upside
and of various
well
;
down
eye
and
See
upon the
general shape
of England.
page 169.
Parts of men, such as the foot or leg, the hand
face, the
number
(above),
and
may be
utilised.
all
Think again of
things which one
the things
inside
a house,
knows by
and
sofas, etc.;
in
;
lamp-posts, and
houses
e.g.
ments
in
games,
think of trees
and
ally
example
their leaves.
is
variety,
and there
practic-
no
Map
176
HOW
TO
REMEMBER
above
lists
if
and combined
When
once
the
rough
outline
has
Rhymes
Systems.
or Links, or
ONE
may
it is
of the great
is
difficulties in
remembering numbers
;
and dates
we
able to
when we have the date itself, to be remember what was the event belonging to
This seems to
that date.
me
:
a great weakness of
we need
a process by
As
we
often wish to
remember the numbers of cabs and houses, of distances, of times, and also various large numbers
for
various
purposes.
The
different
coinages
of
it
where
They form
a kind of
framework
slow
or
scaffolding
changes, such
;
they
at
tell
what was
happening
I
in
other
countries
the
same
time.
of the
do with
me
that
try to
do
is
to
178
HOW
it.
TO
REMEMBER
learn a date,
for learning
I
suggested
attention
lection of
this I
to.
Sections
interest
VI.
in
foil.,
e.g.
concentrated
and
the dates or
will
With dates and numbers, as with Maps and first thing to do is to reject whatever is unnecessary: just as you should learn the fewest possible names on any given Map, so you should learn the fewest possible dates in any given History. Again, you can omit the centuries, if you know them (cp. It happened in 84 '), or you can omit the last
Plans, the
'
figure of a date
if it is
not important.
is
In very early
slightest
seldom of the
consequence.
Unfortunately,
(if
Schoolmasters
and
at
all),
to
be given, so long
those
who
'
are
examined
Schools
how many
are
still
principle.
: '
But
as
for practical
we may
safely say
Omit
of importance
is
to arrange your
and marking
trivial
dates either by
179
by putting them
not be noticed.
in
some
position
where they
will
Don't be afraid to alter a few years, if (cp. XIV.) by this means you can get a convenient way of remembering the numbers. We have seen that this same System can be applied to Maps also.
learning dates
is
to get the
may be pardoned
'
impression
of the numbers.
Comparisons
509
in
Greek and
the date
Republic
begins at
forms at
at
Rome, and Cleisthenes' Democratic reAthens): 1066 was the date (?) of Codrus
in
England,
A.D.
we
it
see with
may be
the
to
notice
that
either
some one
of a date
else,
than others.
A
is
useful plan
is
Another
plan, which
is
to
180
HOW
TO REMEMBER
With regard
that also
may
the
333.
Some
(such as
numbers of cabs
that one does
1357, 1248) one notices at the time as very easy to remember, but afterwards all
like
remember
the
is
that there
was something
'
convenient
points'
about
numbers.
forgotten
These
observed
critical
are apt to be
when the
moment comes. Of the Link-System and System we shall speak below. The Substitution-System is
'
'
of the Localising-
'
'
the
commonest
of
all,
though
it
beforehand.
that each
The principle of it (see XXVI.) is number has one or more consonants corit
:
responding to
corresponding
letters
for instance, 2
it,
has T, D, and
TH
the
to
J,
as
S,
SH,
CH,
These correspondences
must be thoroughly mastered, so that directly one T one thinks of 2, and 2 in its turn calls up the letter T.
sees the letter
This, again,
is
idle
moments.
that you
'
181
word
If
or
you
much
the better; as
pointed
out above,
CHARLES DARWIN
an
ideal
Some
tences,
prefer to form these consonants into senin the sentence begin with
a consonant which
date
If
;
represents
the
number
of the
cp. Section V.
you cannot think of a word connected with the then you have to link the word and the idea together in some way or other (see XXIII.); the
idea,
formation of
the word
itself
new words by altering the ending of (see XXVI.) may also be of use
occasionally.
ployed rarely
the principle of
it
is
that
all
the
numbers up to 10 have
instead of putting the
certain
amount of freedom
will
can be
allowed.
couple
of instances
be
sufficient:
supposing that
'
my
was 2 1 84, then the words, Do run Great Nor(thern) would rhyme with these numbers. Tarquin's date was 510 (five one naught), and the words Pride and
Haugh{tiness) would give a near enough resemblance.
82
HOW
The
TO
REMEMBER
an instance of the same + (n i)d}j might
.
. .
may
be
.
also be suggested as
.)
Douay doesn't find us (Two a plus n minus The word beautiful would be quite enough
'
to suggest the
number 234.
But, as
say, there
is
are not
use.
many
'
System
of any
The Space
not
eye,
for
Time
'
System, as
it
is
called, is
one to be neglected.
and a large
interval
may
1
be represented by
of a
circle,
a large space.
o years, has much to be said for it I refer to his book for the System itself. Again, long spaces of time can be represented by
marked
large
numbers
in large type,
in
smaller numbers
small type.
When
a number of
events are
crammed
ways
In
in
the
of
Language,
Latin
where
'
and
'
when
').
The Rhyme- System is a very old one for numbers. The best known example is the English History Rhyme beginning, In 43 a Roman host From Gaul
*
|
183
three)
is
that the
no reason why
it
should be so,
if
first.
There
is
no
doubt that, by means of Rhymes, dates can be remembered by most people far more quickly and far more thoroughly than by any other method.
I
be always used
and, in case of
them be combined.
Let
the
me
Date-Systems
necessary to go
if
one wishes
be got from
end
no
work
by way of preparation.
'
ETC.
assume that you have collected and selected all the proper Headings, the morning of course being the best time for this work: I will
again,
I will
Once
The next
thing to do
is
to
'
realise
by means of the
people
find
it
ear.
Some
day.
great
help
to
act
in
have to
call
at
No.
7,
which has a
Others
;
may
be helped by drawing a picture of No. 7 others by saying to themselves, once or twice, I have to call
'
at
No. 7
'
others by writing
-
it
'
down.
suggested by Pro-
The
If
'
Localising
;
System
is
fessor Stokes
you have
to
pay an important
at 3 o'clock
call
at
o'clock,
you
will see
shelf, or
a certain
the face
this
book on your
:
book or on
'
this
face
there
written
the
word
Call
'
then,
when you
will
see this
book or
this face at
3 o'clock,
you
ENGAGEMENTS,
have to go and pay a
to
call,
ETC.
185
member
and to this thing to attach the you want to remember; of course the two may be attached together by the Link-System The principle is somewhat the same when a man,
idea which
'
'.
who
is
on the top of
his umbrella
he be
will
'
be bound to take
'
and
attached
the umbrella.
travelled
is
not a reliable
For
my own
also
;
part,
have found
Initialising (see
XXVII.)
Rhymes
tion also
alliteratrivial
one,
cards.
For
XL.
SECTION XXXVIII. THE LEARNING OF
POETRY.
WHEN
old,
knew Gray's
heart
:
call)
there
it
knew
did very
learnt
is
good
learnt in
I
graph fashion.
only
offer
which
the
may
same mistake
for
did.
that
he
has
concentrated
his
attention,
interest in the
:
work, he
may
find
it
let
these
Perhaps he
in
may
to
underline the
itself.
Heading-words
let
pencil in
the Poetry
Then
idea
how one
it
is
Even yet
Poetry
itself.
is
187
Then
let
suggested above
Repetition
it
must never
You may,
:
true, write
down
of
them not
slowly you
sentence, as
have to
write,
you must
it.
each
you see
part,
it
or read
For
It
my own
it
best to
'.
quite sufficient.
on to the next first of all read through what you have already done, then master the second part thoroughly; before you take the third part, go through the first and second parts, and so on
straight
:
one, the
(see
by the time you come to the tenth part, if there is first few parts will have already been learnt XXI.)
;
only
let
me
it
may seem
strange,
it
and
is
it
may
by
this
also clings
188
HOW
your mind as a
TO
REMEMBER
sounds as well
;
in
series of
in other
them as sounds
where you
at
all.
At
test
intervals
you
memory and
fail,
your acquisi-
weak
points.
next,
one part you may pass on easily to the you may either observe useful points (see XXII.) or you may 'link' the Headings together (XXIIL), or 'link' the last word of one part with
first
the
Barter suggests
XXIV.)
'
Initialising' (XXVII.) may also be used to help you to remember the Headings. Music may possibly be a great help. Last of all, I might suggest that you should try
should say,
to write
Rhymes.
It is easier to
begin by turning
some one else's Prose into Poetry, or, conversely, you might paraphrase and turn Poetry into Prose. A good time for this is a rail way -journey, and not a bad time is when you are getting up or going
to bed, but above
all, if
the Poetry
is
really Poetry,
believe that
cases,
by doing
most
be learning the
Poetry
itself as well.
PART
PRACTICE,
SECTIONS
VI.
AND OTHER
HELPS.
PACE
.
.
XXXIX. Practice, and How to Practise XL. General Hints and Helps
191
197
good
been suggested
and under
confine myself
and
how
where one
ought to
practise;
ought to
practise.
all,
First of
it
as to the question of
how
to practise
at
will
involve
the
new employment,
In
find
trying
new
same way, we
first,
an
because fresh
an almost universal rule that the and slowly and gradually one progresses at the outset, the faster and better one will
It
is
more
correctly
itself eventually.
it
clear that,
whenever one
it
was hard to do
unless the
192
HOW
its
TO
REMEMBER
I
it
subject had
interest (VIII.).
all
then went on to
subjects
was necessary to
each Heading
realise
'
by imagining some one doing something The more important a subject is, the more thoroughly must each Heading be realised.
scene,
'
'.
Then comes the work of repetition, which (see XXI.) has a great many different meanings but
:
the
is
that
before the
next Heading
is
when
the
first
is
and the
attacked,
and so on.
After this
I
came
to the actual
Memory-Systems,
practis-
which
here
I
the best
very
succeed
at
After
skill
may
in
various
some importance.
The
you
Link-System
'
(XXIII.), take
name
PRACTICE,
' '
193
link these two together. Or take the name of some one you know, and some peculiarity in the appearance of that person, such as red hair and Do not be afraid then link those two together. of spending a little time on these Exercises do them
'
',
'
'
Again,
eye (cp.
it,
if
in
your
on paper.
After-
The
that
it
is
possible
As
to
when
to practise, there
occasions, in
fact,
one
;
is
and
may be
is
improving.
The
is
till
question of
practise practise
it
will
then be
method of
As
to where
has been
when
suggested the
194
HOW
be
TO
REMEMBER
waiting-rooms
among
all,
Last of
hand.
wise,
as to
practise before-
It is quite
do anything of importance,
slowly, or even that
fail
you
you do
it
you
fail
altogether.
practice,
Of
but that
much
better
than the
failure
itself, for
here success
may mean
much
train,
a great deal.
to
fail
To
take an
instance
it
is
better
practising in
the
Examination,
on
It
may
depend.
much
Games.
It
is
make brilliant strokes occasionally, but that he does not make certain of the simpler strokes whereas the
:
professional does.
He
beforehand, that
infallibly
he succeeds
them almost
as
as an automatic machine.
You must have often noticed that something that you do very easily now, and which you do almost instinctively and unconsciously, was once a very great effort and demanded your whole attention and even then it had to be done very slowly, and mistakes
;
were frequent
very clumsy.
PRACTICE,
well as
195
the processes
by your successes, and after constant repetition became easier and easier they needed less attention, and could be carried out more and more quickly every day. Then perhaps it became almost unconscious, somewhat as in playing the Piano one
:
may be almost
until
is
playing rightly,
by playing a wrong
note
in other words,
:
effort
you are unconscious of any you are almost unconscious of doing the
all,
thing at
stage
is
until
that the
or,
whole thing
unconsciously
You can
stage,
to
fencing or bicycling.
When you
have reached
this
you have succeeded in handing over, as it were a servant, a piece of work which before you had
for yourself
to
do
with an effort of
will.
it
You
can
now
do
quite right,
something, that
is
and
inference.
In
'
conclusion
let
me
'.
Practice
makes
perfect
cannot
come
without
practice,
but
the
practice
must be of the right kind, and must be done At first you must practise one in the right way.
method or System
at a time, carefully
and slowly,
when the
result is
196
HOW
;
TO
REMEMBER
and
you
with
will
less effort,
of importance.
For
it
is
essential to get
and to get your failures over, before you have to test your skill on any critical
as perfect as possible,
occasion.
WILL take
it
for
you could
ditions
to insure
;
(see VI.)
good health and the best conyou should now practise all the
fair
trial.
method or System
at
interest in that
will
be an
for
some
itself
method
at the
it is
Or
again, study
how Language
is
(see
XLL).
and
and permanence or
reliability.
fair
trial
to
all,
you
individually.
You
in
and choosing, so that you may make quite sure that some method or System will not suit you,
before
you decide to
reject
it
altogether.
The way
not to try
these
Systems
is
fo
rush
198
HOW
few instances
TO
REMEMBER
at
taken
random.
You cannot
System
it
,
until
at first slowly
you have taken it by itself, and tried and repeatedly, until you have got
is
Do
will
not
securing the
steps
real
good
be
and firm
all
it
Games, such as
If
Golf,
and
for
occupations
(see
method
or
suit
you,
if it is
were,
then
give
little
It will
be a
Each method and System having been fairly it is now time for you to pick and choose your methods according to your faculties. You will have to study and find out by observation
tried,
which
are
your best
faculties
this
means
that
you
will
mental
stock-in-
trade.
You may
pictures in the
for
mind
For ordinary purposes, then, you will choose the method or System which suits your best faculties. And, secondly, you must be careful to choose your method or System according to the subject thus,
;
199
re-
membered
you
will
probably
the
'
Initial-System
'
'
(see
Section
XXVII.)
effort,
or the
to be the best.
On
give
more
by
for
important subjects.
lists
In Education,
example, complete
are
among
worth remembering.
As
far as
you possibly
;
made examples
for
can, use your own homewhat you make for yourself you
more valuable
to
others.
Link-
own
associations of
down and
Another good
only a
to analyse
and make
lists
you
read, even
is
Afterwards go
One word
attempt
to
apply
for
any
with
them.
And
remember a thing
realising
the
2oo
HOW
itself.
TO REMEMBER
all,
thing
But, above
do not be stingy of
Systems which
which
suit
suit
you
best,
you
least.
One
is
One does
is
not wish
constantly
to
remember
everything,
power of getting
short time
rid of
them.
things
:
which we should
as soon as possible
we do not wish
to
burden our
oblivion
How
can
this
be
for
Memoranda
relieving
means of
all for
memory and of all Note-books the 'ABC,' or Where is it ? Note-books are perhaps the best. They certainly classify the subjects in such a way
the
; '
'
that
is
you can
you want.
There
and
kinds
so in
Memoranda
as there of
is
work to be done by
it is
remembering,
to get others to
for one's self.
a fine art to precisely what do for one, and precisely what to do If one left nothing for the servants to
for
As know
in
do, one
many
left
of the higher
duties of life;
and
so, if
one
201
memory
unnecessarily.
at night,
of
time for using them is the last thing when one can jot down all one has thought during the day. At intervals the ideas should be
A good
revised
and rearranged.
are,
Note-books often
it
realise
at
first,
a form of teaching.
When
one
is
writing
is
putting one's
own thoughts and ideas on to the paper. Whether they will be read by anyone else (besides the servant)
one does not know, but at any rate
that nothing clears the
it is
quite certain
an idea so definitely
Of
late years I
than to Note-books.
single idea or
I do not write more than a Heading on each Card, and I always The ideas carry about a number of Cards with me. compartments of a special the or Headings I put into I
shall
be glad to send
me and
encloses
PART
RIGHTLY USED.
SECTIONS
VII.
THE RAISONS D&TRE, AND THE ADVANTAGES OF GOOD METHODS AND SYSTEMS, WHEN
FACE
. .
.205
.
Passage from the New Testament of Remembering, especially Advantages XLI by Means of the Systems XLIV. Advantages for Special Purposes and
221
1 1.
225
Subjects
.231
.
XLV. Advantages for Special Classes XLVI. Advantages for Special Powers
.
235
and
Faculties
.238
'
SECTION
XLI.
In
this Section I
suggest,
and to
justify
and such
learning and
of inestimable
I.
itself is
in Section
Let
me
Italy because
I say to he knows that it is like a booted leg. If you can remember Italy by this means, him,
'
why
far
Italy so easy to
this principle
more widely ?
But, before
I
details, let
me
first
ask a
simple question
best?'
If
'
What
in
is it
that
list
you do remember
of various things
will find
it
you go through a
includes Advertisements
in
fact
is
part
such a
way
Therefore,
is
would say,
3o6
HOW
:
TO REMEMBER
remember, so impossible to
makes them
forget to
so easy to
some more
said
'
useful objects.
this
When
a
he
From
sight
learn
'.
The
To-day
sights were
he would
many
lessons from
best;
it
is
remember remember
underlying principle;
instance, they
humour.
by
this
this
means
things,
Find out
why
I
it
is
that
we do remember
certain
and
clusion that
these
but
life.
in daily
These
at
Systems
I
have
been
arrived
WHY
and
HOW
easily
have
classified
these
WHYS
from
and
HOWS
tried to
Recognising
that
207
have realised
will
the
same method
I
or
System
not
suit
everybody.
a
fair
trial
have therefore suggested that after each reader should choose for himself
him
individually
but
methods or Systems
tried
it
him
It
is
until
he has
by personal
There
is
experience.
well
known
that
many
oysters.
man
one
who
would never
suit
him
day he
At
first
that they
would
suit
it
him, but
will
:
experience
otherwise:
and so
be with
many
him or her, without having given them a fair trial. So I would say this try all the methods and Systems before you reject any. And now to the details. Of good health and of
that they will not suit
:
here
these two
justification
on
my
part.
Nor need
start with,
my
on a single thing to
whether
it
be a
this
single
must be done
Nor need
a
subject
defend
aids
my
the
memory
an
extraordinary
208
HOW
'
TO
REMEMBER
degree.
attention
'
The
is
',
'
Interest
sense being
first
we have
seen
advantage
a thing
both yourself
sense
and others
of
'
by attending
'
to
it.
The second
interest
is
the
commoner
you
are
interests
Things which
humorous
'
also interest
you by
:
tickling
you and
by
an
in the subject.
The System
justify either
:
of collecting Headings
it is
hardly need
sufficient to
carefully
Headings, you
forget
some,
if
not
many.
Complete
lists
of Headings
I
have
sufficiently
explained in Section X.
of
is
useful
when you
to say
for the
travel.
no objection to complete
lists
;
not want
it is
so easy to select.
But
lists
must say one word to justify these complete from a charge which might be brought against
I
;
them
209
at
one
lists (e.g. in
me
crammed
into the
Do you know
anything
much what
in
questions do in teaching.
class, in
Imagine a lesson
What
:
He
and
is
asks questions
he says
?
'
'
and then he
what
his learners
lists
know
already.
This
would do.
need not
justify
my
it
recommendation to
will
reject as
much
as possible, for
If only ten
save unneces-
sary trouble.
bered, to
things are to be
remem-
add another
five gratuitously is
not to be
recommended.
Arrangement of
to XII.,
lists
less
refer
where
in
some
way
that each
Head-
The
list
difference
of
Headings,
14
is
almost incredible
of
210
HOW
TO REMEMBER
is
for
by the
relations
;
between the
ideas,
so,
if
you
ment of the Headings considerably. As to the method of mastering a rough outline before you consider details, it scarcely calls for remark. Before you can see what any part means, you have to understand the whole of which it forms a part you cannot understand what the hand does
:
you understand its connexion with the the body, and especially the brain besides
unless
;
rest of
this,
I
may mention
another reason
why
a rough outline
details,
and that
is,
that
generally a
hopeless task.
But,
when they
it
by
one,
may
It
be a
is
little
To
'
realise
'
is
and of
this
again
need say
little.
you wish
to
absolutely
an
It
must be borne
are
in
mind
that
'
realising
'
can be done
There
by forming a
in
'
who
'
realise
ideas
But
in
them as eye-memory
'
The
cultivation of the
eye-memory
by the fact that we realise things much better when we have seen a picture of them, for instance an illustration in a book, or a
is
justified
photo.
Of
in
addition, that
is
greatly helped
this
itself
is
by
clear personal
concrete language;
factor
in
life
too important a
to
fend
it.
of course a
scientific
it
would not be
Headings
is
in a mass,
but to
as Rome's plan of conquering her enemies one by one and of using her conquered enemies as a means of conquering fresh enemies. In Section XLII. I shall try to show how the use of parallels and comparisons and contrasts, for helping the understanding and the memory, lies at
2ii
HOW
Testament.
TO REMEMBER
the
New
We
for use,
have
contrasts ready
for use in
our minds
for a
one wishes to
as a
any further the employment of comparisons means of learning and remembering, one need
common
to express
by a
by
means of comparisons.
In order to
make people
easier
understand
by comparing
borne
in
it
or to a storm.
If this
is
remembering, ceases to be
is
an
ultra-artificial
artificial
System, and
at
once shown to be
no more
than Language
itself.
To
ways of learning
it
and
of remembering
then,
I
it
And
ing; as
needs as
little
defence as teach-
is
scientific to hit
if
on the head
one wishes
it
213
wood, so
it
is
scientific to
if
repeat the
it
one wishes
to
Of
all
had already won, before she proceeded to fresh conquests, that Rome became mistress of Italy and
afterwards of the Mediterranean.
It
is
most
justification
they are
constantly neglected by
99 people out
shall
now say
The
which we noticed
in the case of the Kings and Queens of England, saves a great deal of trouble
fixes things in the memory more securely. The points are there already, and to find them and to make sure of them encourages our power of
and
The
most
'
Linking System
'
might,
all
:
artificial
system of
it
seems
but,
if
is
there
is
an easy word
which will do
refuse to use
surely
it.
However,
let
us spend a
moment
in finding
out
really are,
214
HO IV TO REMEMBER
entirely
in
'
nexion
is
artificial
'.
and puns
is
why
who was
told
that a
friend
artificial
I
what
not
mean
it
that
it is
there already,
and, as
is
it.
is
hard to say
why we
should
utilise
The
matter,
fact of
it
is
that,
when we examine
in
into the
we
in
see
our
minds are
groups we cannot help it, we do not make the groups like Topsy, they grow One thing is bound to suggest a number of things, as we have seen in the case of the green gooseberry (in XXIII.). The number 7 suggests the
arranged
consciously
'
'.
8,
between which
other ideas.
it
comes
'
The
;
'
them
it
it
finds already
existing,
and uses
this for a
good purpose.
XXIII.
For the various other kinds of connexion, see It might be that some of the Links which
215
ally the
for
connexions by contrast
but
'
if
'
moment you
'
white
'
mind connected with black that right is connected with wrong and so on. The history of Language shows that it is full of such connexions, and that they have influenced our speech more
', ',
than
we can
to the
'
possibly imagine.
As
again,
Localising
'
principle,
it
admits of
;
less
but here
all
the
You
remember where things are by thinking of the place where you put them for instance, you say I put it The Localising System is on the mantelpiece
' ;
'.
'
'
just
it
is
applied to ideas
let
you want
say,
us
mantelpiece
certain
you put the idea of a colony in a corner; now when you want to call to mind
;
it
is
it?
At any
it
rate thousands
have found
it
exceedingly useful.
Again,
it is
an
artificial
system
to learn anything
is
by
easier to
remember,
the
Map
of Greece
by
216
HOW
;
TO REMEMBER
(Diagram XXI.) and the palm of the hand (Diagram This is IX.) the unthinking critic says at once,
'
amount oi what we have learnt we have learnt by similar means. We learn by starting with what we know, and by means of that we acquire something fresh which was hitherto unknown. The technical term
most unnatural
'.
Yet, after
all,
a great
for
this
simple
process
is
'
Apperception
'.
No
The more
it is
leg,
because
and
to
make
on various branches of
if
knowledge.
learn
To
we
by studying the growth of a plant or an History), each subject becomes clearer by being correlated with the other. The System of Substituting is as old as Algebra. For purposes of convenience, it is usual to represent complicated things by a simple x, the reason being
Politics)
animal
'
'
'
'
that
x
:
is
it
write
every time
so
we
is
substitute
for the
whole thing.
substitute
The
is
principle
we
easier to
remember and
we
substitute
'
217
Initialising
'
we have
;
H.R.H. are quite minds His Royal Highness we do not need more.
initials
this
being
sufficient,
When
to
really
made
into a unity
this
is
something
like
tying faggots
them
separately.
It
is
con-
enough
to bring the
whole Heading to
is
our mind.
The
general
principle
that
in
this
we take
its
we do
'
know
We
learn
the
initial,
everyday
life
their
general effect
it
is
not only
impresses
itself
on the
memory.
suggests at once
322
foil,
'
218
HOW
TO
REMEMBER
of
e.g.
'
The
'
subject
is
rarely
in books,
'
and
still
less rarely in
'
the pulpit
'.
a blend of less
commonly
more
rarely
But
how natural the blend sounds. The use of absurdities for the purpose
bering
of remem-
may seem
strange at
first,
what an educational
been serious
factor
'
to the
;
its
absurdities
had
for
it
little,
Rhythm
we
means
of remembering,
verses for a
it
is
good
object.
Rhythm,
again, appeals
and many animals it therefore can be justia means of remembering, because it is something which we already have and which we now turn
fied as
to a good purpose
the
same
will
apply to music,
and
ing
also to alliterations.
The
is
the
suggestion
that
the
different
219
is perfectly sound. As to the altersome Systems suit some people and some subjects par excellence ; and, as to the use of combinations, where it is important to remember
combination
native use,
'
'
a thing,
it is
one's bow,
alone.
The
principles
o'f
have
laid
down
in
XXXIX.
are
and repeatedly,
till
it
becomes
scientific.
Practice
make
perfect,
but
it
must be
is
And my System
justifications
not
mere practice
Let
which
it is
that
to
objection in
these
in
new
in
what
would otherwise
unused.
And
are
faculties
little
which
mind,
used or
Of what
lists
220
laries,
HOW
TO
REMEMBER
and of what use are our thousands of quite casual associations? As it is, you must admit that
they are lying idle; you must also admit that to
them would be a great blessing. My methods and Systems endeavour to show you how to use what would otherwise be unused, and to
use
it
for
filled.
Let
else
me add
It
can be nothing
scientific to
pression of whatever
it
cannot but
be reasonable and
scientific to
whole
SECTION
XLII.
To
have suggested
employed
is
at
any
rate a
number
of them.
The
first
reader
passage
by
himself,
and
to
it
work out
for himself
I
illustrates.
shall
Revised Version
a simpler
Translation, referring,
is
however, to
quoted
from
'The
only
not
it;
Teaching
contains
Jesus
verses,
To-day.'
The passage
reader
and
the
must
in
expect to
it
every principle
vii.
illustrated
is
from
Matthew
(15
to 27).
"
Beware of
their fruits
false prophets,
in
By
ye
shall
know them.
?
;
Do men
Even
gather
so every
good
good
fruit
good
good
fruit
fruit.
is
Every
good
cast
into
the
fire.
222
HOW
TO REMEMBER
ye
shall
Therefore by their
every
fruits
know them.
;
Not
shall
enter into
kingdom of heaven
of
but he that
is
doeth the
my
me
Father which
in
in
heaven.
Many
will
say to
we not prophesy by thy name, and by thy name cast out devils, and by thy name do many mighty
works?
And
:
then will
never
knew you
and the
rain descended,
and the
and it fell not for was founded upon the rock. And every one that heareth these words of mine, and doeth them not, shall be likened unto a foolish man, which built his
house upon the sand
:
and the
the
it fell
rain descended,
and
and
fall
will
(p.
211
of the hearers
it
interest
it
to understand
and
realise
'
NEW TESTAMENT
it
223
to
'
repeat
meaning
(see XVII.).
knew comparatively
but they
by grapes and thorns and figs and thistles understood what was meant by a fruit-tree,
houses built on rock or on sand.
they
or
by
e.g.
by
this
means the
and
minds of the
who
XXV.).
not only
also,
is
direct repeti-
idea
is
illustrations.
no abstract
there
language like
will
"
no,
is
Many
things to him,
and then he
will
them
before
set
in
a definite
their mind's
notice
how each
224
HOW
and
TO
REMEMBER
detail helps to
fact stronger
make
clearer.
is
As
in
to rhythm, there
what we may
fail
call
a rhythm of sense
for
no one can
to observe
how
As
to
the
arrangement, at
is
first
one might
at
be
all,
no arrangement
into
was put
no order.
But,
is
when one
a
strictly
arrangement, the
best for
its
particular purpose.
The
fact
of
it
is
that,
in
this
section
of the
Sermon on the Mount, only one Heading is taken, the Heading being that the really good are not those of pious appearance, or who say pious things, or
who do
inward
who
in
are
good
in
their
and therefore
;
appearance
is
and
word and
perfect, for
act as well
it
:
the arrangement
therefore
is
great
idea
the
arrangement
has,
as
its
special
object, that
vital if a
:
and focus
upon a
In this Section I wish to mention a few of the advantages not only of having a good memory, but
also of cultivating the
memory according
;
to these
particular
methods and Systems are properly carried out. Throughout it must be borne in mind that these
advantages do not stop at any particular point
instance,
if
;
for
the
memory
is
good
for the
purpose of
learning
mind
for
many
purposes,
business
become,
in its
own
turn, a cause of
good
effects.
The
Systems
chief are
advantages
that
of these
methods and
to
they
help
people
develop
instinct.
which a genius employs by an unconscious kind of To learn anything in this way is not only
is
those
whom
IS
he
may
think
of teaching.
he
it
226
HOW
is far
TO
REMEMBER
be able to explain
it
himself, he
more
likely to
to others
and
be useful Proper
in general.
practice at one
thing.
for-
obviously
is
great
disadvantage to
of
people,
to
:
the
names
and
addresses
and so on
by saying that it has been quite unintentional, but all the same the disadvantage remains. Thousands of pounds or dollars may depend on a single slip of the memory.
one
one's self
may excuse
We may
How much
one seldom
now
turn
to
the
general advantages,
due to memory
of things which
The memory
we have heard
all
we
among
life offers.
memory
moments while walking or travelling or waiting, you can always be developing your memory in some way or another; you can always be seeing and observing, you can always be listening
work
for idle
:
227
and observing, you can be classifying Headings and you can be linking Headings together.
Moreover, the practice of these various methods
and
will
give a
wonderful
to
thousands
of things which
dull.
make
you
to acquire fresh
know-
As they
will
larger
and with
less
effort
more opportunities
recreation.
for self-culture
for
The certainty and the permanence of the memory a number of things will be bound to give you a
and
self-sufficiency,
business-like self-confidence
and
remembering.
The
side
the
humorous
little
habit of answering letters by making puns, the habit of seeing of life, all these are well known,
but
attention
is
a good memory.
If
way
of for-
you
will
you use
228
HOW
And
the
TO REMEMBER
automatically and
remember things
sciously.
quite
subcon-
amount of worry and self-distrust which a good memory will save you is beyond all
After you have acquired
skill
reckoning.
in arranging
your
Headings
clearly
and
in
good
will
order,
and
after
you
be
and Systems
easily,
you
find that
you
will
The
to
lists
memory
instance,
will
faculties, for
place (see
XXI 1 1.),
remembering
not have
to re-learn
you
will
Again, you
life,
will
you
will
will
hobby
'
having
for yourself,
you
own
of the
by which you
to
learn
know how
and
will
improve and
in yourself
in others.
There
229
for
you
will
:
be forming
your work you because you will be doing it by yourself and for yourself and others. New lines of research will open before you, and there is every
chance of your finding out something which
may
be
remember.
The
you
:
practice of
memory
you.
will
it
will discipline
And you
that
If
you
will
whatever
occupation
may
after-life.
Let
it is
me
that
shall
emphasise
me
ask what
we
after-life.
We
acting;
every
one
is
of these
processes
is
based on memory.
will
There
the
memory
let
itself
be
improved.
Let
the
me
me
take
day of a business-man.
he
;
He
has to do certain
here he
is
to be introduced
two men,
whom
it
is
remember; he has
to
230
HOW
TO REMEMBER
in
his appearance.
When
is
mind
talk.
which he means to
will
make a
refer
have to
:
to
by
nature, however, he
may
be
lapses of memory.
Then, which
day various
ideas,
he wishes to remember,
may
occur to him.
Now
and Systems,
all
To remember
as eating or
If
him
you
will
man when
you
in life,
memory
at
all,
how
is
terribly he
is
handicapped
and
how
great
memory
Moral
;
training
still
of
the
Memory
it
is
a matter of a separate
greater
to
moment
but
requires
book
itself.
Professor
Not
its
only
is
memory, and
cultivation
on these
also
is
lines,
utility,
but
it
or
may
I
quite
if
may
be
avoided,
the
memory
:
into requisition
imagination
effect.
believe
would be even possible to practise games and athletics in imagination and to improve one's self by
recalling the various actions in one's
memory.
When no
memory
is
paper or pencil
is
when
remember some
with
their
name.
this
e.g.
the
Link-System,
difficulty.
will
the
slightest
Names and addresses, appointments, birthdays, names of books and their authors, names of hotels and streets, all these can be mastered with the
232
HOW
permanence
TO REMEMBER
greatest
greatest
lists
again,
if it
is
necessary, long
of towns, of stations on
certain lines,
for
of presents
(for
instance
of useful
presents
weddings, or
all
kinds of
uses,
can be remembered
all.
To be
lists,
mind
certain
especially
wards
and forwards,
this
is
great
con-
considered
lists
'
full
education
',
think
of the
huge
the
in
Science,
Sciences
guages,
Architecture,
:
Lanof
Philosophy,
lists is
and
Art
But,
the
process
acquiring such
in the
whole of education.
Systems
difficulty
beforehand, the
disappeared,
lists
entirely
and the actual process of learning the have become quite interesting.
In the various Sections in this book,
to
would
for
or
Maps
all
be
improved.
have
studies carefully
'
233
and Systems has on the way learnt amount about Psychology, Philology, and Etymology; he who has practised earnestly
will
will
;
have
will
command
will
of language
he
he
be able to make
'
speeches
tional
he
have improved
his
power of
writing,
articles
and contributions
He
while
will
he
walking or
travelling,
will
and anything
even have im-
be able to remember
will
down.
He
proved
his
foreign language.
One
Systems
ant that
very
is
point
about
the
Memory-
we wish to remember is so importto remember it absolutely and for ever, or whether it is so unimportant that we wish For both to remember it perhaps only for a day. of these classes of things the Memory- Systems are Whether you wish to learn equally applicable. we wish
for ever, or whether you do not wish to remember it, let us say, beyond some Examination, the Memory-Systems, or the combination of the
something
234
HOW
TO REMEMBER'
be your quickest and your
Memory-Systems,
surest method.
will
As
Systems
everyday
let
me
to
take
another
day's
work.
call
You have
to call
on Robinson, then
Exercises,
to
buy a
tie
or order a book, to
do some
special
people
it
is
train.
Now
things
that
what
?
is
the
is
between
all
these
There
to
you have
here to-day
I
and yet
way
of remembering them
There
is
scarcely
common
work
like
I
this,
though
the
methods and
practice
Systems which
beforehand
tice
way you
are
not
improving your
and moral
faculties,
may
of useful information.
There
that
are
some
which
will
hope
these
help.
methods and
For learners
Systems
be a very
not
great
generally,
merely
special
those
who
some
to
those
who wish
acquire
will
depend
for
all
speakers,
whether
they
be
clergymen, or
speakers, or
lecturers,
will
or debaters, or even
find that they
will
merely
conversationalists,
if
memory.
clear,
If before they
Headings
and
will
if
lines I suggest,
they
without
any
notes
at
all.
At
by
first,
course,
they
may have
the
notes
their side,
help
writers,
whether
they
be
authors
or
236
essayists, or
it
HOW
TO
REMEMBER
who
enter for Missing- Word
will
Competitions
The
XII.,
practice in arranging
will
and
in
realising (see
XV.)
will
be of value
and
men,
for scientific
lists
men.
And
who
often have
fingers'
keep a
list
of
ends.
Advertisers,
it is
if
this is the
very
essence
possibly
of their
business
and
or
this
book
might
teach
them one
it
For business-men
save as
is
especially important
much time
as possible
and
to
be absolutely
might be helped.
Players of
Games
drill
like
might memorise
by the means
list
Soldiers and sailors movements and various things suggest; and I may conclude the
of
all
inventions
and ready the numbers of things which are daily sent to the
Missing
Property
Offices
mention of inventors (for depend very largely upon a good memory), and of the absent-minded:
throughout
left
the
United
behind and
237
various
places,
memory
sadly
The
part that
memory
I
apt to be
overlooked, as
in
Section
I.
refer to
what
Memory, however,
these
faculties
;
intimately associated
it
with
to
in
fact
is
no exaggeration
faculties
would be
our
imagination,
Systems
to assert that if these methods and and others (which the reader can find
for himself)
were
carefully
studied
and put
into
practice, the
intellect
development of the
ordinary.
that
239
the faculty of
of working
of
picture-
out
causes
and
the
faculty
I
painting in the
the word
'
mind
'),
(a faculty
often denote
by
of
realising
in
good
order, the
faculty
or
about others,
the
memory, the habit of being thoughtful all these must depend largely on
to
degree
is
consciously
cultivated.
To
:
about
others
out
self,
:
things before
paying a
shall
I
call,
'
am
?
'
what
talk
about
One would
upon
one's
instinctively think
would impress
be surprising.
this
memory
the differ-
The
of
connecting
I
or to
linking
one
thing
to
another,
which
show
the faculty of
the
glorious
faculty of self-correction,
of practice, the power of inventing (which means combining in a new way things which we know
'
240
HOW
TO REMEMBER
these cannot but be improved
and remember)
all
by memory-culture. So far I have spoken only of the higher mind to the list one might perhaps add self-confidence,
which can partly
arise
this is
from the
certainty
of re-
membering.
of a
But
conscious
and
careful
improvement of the
well, and we we were meant
memory.
Our
to
faculties
out
go on using things
people
is
around
us
are
to say, in the
customary, thoughtless,
slipshod
'
way;
is
we were
gift,
meant
ought
to say
I
to
ourselves,
it ?
Here
what
one
to
do with
The
but of
is
ages.
I will
we
are
wont to remember
by a method which is not only unscientific, but also extremely tedious and unsatisfactory in every way, The if indeed it can be called a method at all. way in which we are wont to remember faces,
names,
figures,
Is
numbers,
pieces
:
of
poetry,
and
foreign words
lamentable
the
effort
expended
241
it
by learning such things in such a way we do not develop our minds in the very least. The labour is as desperately mechanical and degrading
that
as anything can be.
But
all
we
way, we have
unemquicker,
after
the work
and more
safely, infinitely
and with
infinitely
which
a time could be
made
to do the
work by themselves
impressed
quite automatically.
We
have the
faculty
of
being
by
Rhymes and Rhythms, and of receiving into our minds, whether we wish for them or not, a number
of trivial details, things associated together
by time
and place
materials
solutely
faculties
(see XXIII.).
These
faculties
and these
unused, and
and many others stay in our minds abyet I have shown that the
and the materials (see IV. and V.) admit of being used with the most satisfactory results. If my suggestions were adopted, not only would
the higher faculties be improved, but
others
also,
such as learning
vast
by
rote,
would be relieved of a
amount of tedious
labour,
and new
faculties
would be developed, which would do the work more satisfactorily, and would use up materials which we
already possess.
In conclusion,
16
242
HOW
:
TO
REMEMBER
number
ot
forth
in the process of
would appeal to
amount of
effort.
I
think
be readily granted.
And
now
ask the
suggest
would not
give far
more excellent
effort.
expenditure of
PART
VIII.
PAGB
245
.266
SECTION XLVII.
OBJECTION'S ANTICIPATED
AND ANSWERED.
"The names
Lauderdale.
first letters
CABAL
Clifford,
were
You
word
CABAL
is
formed of the
names by this means ", we should naturally ask, " Why not, if this makes the task easier?" But as a matter of fact no
teacher but the grossest pedant would say this to his pupils.
you
five
Yet if using a very very old 'Initialising' example I advised people to learn the right order of the colours, Red Yellow Green Blue Violet, by the word RYGBU, and if I
suggested to them, as a link between COLOURS and RYGBU, the word Rainbow, so as to make a strong and firm chain
(COLOURSrainbow RYGBU),
drop on
there are
me and
'.
say
'
No
This
is
is
not an
CABAL,
let Initials stand for whole words or names (e.g. V.C., K.C.B., S.P.C.K., B.E.O.P., etc.), whether it is not at any rate a very easy way, and whether it is not at any rate a very safe and sure way, have they a leg to stand upon ?
we
Supposing
to say that
were
we
see
at
we never remember the whole of any object that the most we usually remember only one or two
prominent parts, and that the remembering of is the remembering of a thing by part, does not their whole objection
it
more or
less
The
fact of
is
that there
still
246
HOW
TO REMEMBER
people who lay down a rule that, if a thing is learnt in an easy or pleasant way, it cannot be a part of Education. Their ideal of education is a list of the Kings and Prophets of the Old Testament to be learnt " by heart " in chronological order CABAL, they say, may pass some initials, they say, may be allowed to stand for whole words but beyond these no. Thus far shalt thou go, and no further. This class, which is unfortunately very large, and very powerthe ful in the land, may be stigmatised as narrow pedants fact of it is that they lay upon the shoulders of learners tasks grievous to be borne, weights difficult to hold, and all because they themselves have not troubled to observe the actual processes by which we do remember things, and, above all, those
! :
by which we remember them best. They have had Manuals of Psychology, but they have not known them, or else they have scorned to use what they have known they have had the Science of Philology to show them how we remember words, but they have failed to turn it to account they might have noticed the ways of the children about them, but they have not done so. They have preferred to perform the function of a brick wall opposed to the progress of simple and sure and rapid and pleasant methods of learning and of remembering. And to what extent have they actually succeeded in improving the memories and the minds of those for whom they have
; ;
laid
shall
down these severe Laws of Prohibition ? By their fruits ye know them they have failed miserably. Have they managed to teach people to remember simply,
:
development ? Very very little. While they have done their best to stop up every short cut, they have made even the long way round, which is often the best way after all, as rough and unreliable and slow and dull as any journey well could be. But let me cease from abusing them let me turn and answer not only them, but others who really do conscientiously want to have their objections answered who have a genuine desire to know whether their scruples against learning how to remember' are justifiable or not.
surely,
rapidly,
pleasantly,
and with
marked and
so on
'
OBJECTIONS ANTICIPATED AND ANSWERED
247
Among
the
unanswerable
objections
to
many
most important
(a)
The masses
of technical terms.
I
I
:
gave a
"
give
another here
The
nerve cells of our cerebral hemispheres are so completely dependent, for that excitation of force
constitutes intellectual action,
which
from
upon the
stimuli con-
sensory ganglia
organs
of
sense, as
are
cord
upon the
irritation
stimuli
conveyed
afferent
them
either
of
an
nerve. "
The
as
this
but
it
such language
that
has
studying
memory
is
at
all.
Unfortunately,
'
against
such there
no Law'.
to
understand
outlines,
might
almost as well read a page of a Hebrew Lexicon. The variety in the type would at least be a greater
rest for the eye.
Some Systems have been for the earmemory alone the Loisette System insists on it
ib)
:
exercise.
Geography
ear so
not, as a rule, to
be
learnt
by the
much
as
248
HOW
eye
should
TO REMEMBER
used
for
the
be
sights
and pictures
Insist
more than
(c)
for words.
Other
Systems
too much, e.g., on the eye-memory, the memory the still worse for sights seen or imagined, or
memory
apt to
or
for
words or
letters
seen or imagined.
too, are often
letters),
than
on
the
previous
under-
words stand.
(d)
Few books
first,
insist
insist
at
all,
him
best
secondly,
thirdly,
that
trial,
he
in
shall
case he
also.
(e)
may
Many
have
is
full
of details, and
they
clear
examples.
The
subject
and
come
at
any
Details
need not be
be kept
(/)
must
suffice.
In the
OBJECTIONS ANTICIPATED
Link-System,
above)
'
AND ANSWERED
take the
',
249
supposing
Colours
Rainbow RYGBU
another
to
we
chain
the
as
(see
word
well.
chain
several
chains,
may
is
arise
to
one
and
may
many
'
'.
But there
no
and
real
in
times,
seldom experienced.
Let me repeat once more that there are bad Memory-Systems, and that there are abuses of good
Memory-Systems
that cannot
many
made
Such bad Systems, and such abuses of good Systems, are to be condemned. Let me also add that my book is not merely a
be refuted.
collection
of
Memory-Systems
it
includes them,
but be
it
also
learnt
and remembered,
at
all.
System
Let
which
I
me now
I
will
shall
be very grateful
list.
any of
my
readers will
1.
"
There
are
many
to
things,
which
Memory-
2 so
HOW
:
TO
REMEMBER
'
Perfectly right
me.
want do
is
to learn
to say,
'
'
all
I
that
Try
this
'
method, or
this
'
do not profess
in
to say to you,
am
not
choosing what
to
learn
learn
you yourself
I
choose.
to
You are responsible for the some extent for the fixing and
securing of them.
2.
'
Surely there
is
:
only one
way of
by
learning
and
remembering things
that
is,
seeing
the causes
and
such
effects
and
other connexions!
certain subjects,
for
instance,
some
of
is
the
causes
of
England's success
ways
things in
I
certain
and to
forget
none of them.
to call
letter to Jones,
five absolutely
distinct
(without
having to
look
at
my
on.
Mems),
buy a
8
and so
I
Or
to
have to go to a
things,
dinner-party,
3
and
want
mention
to
Now how
is
A, 2 to B, 3 to C. in here? What
Jones,
the
connexion
between
Brown,
the
251
want
to say to
ticket,
am
They may be
to-day because
/ have to do them
here.
else.
To-day To-morrow
will
And,
in
life.
commonest things
lives at
3
is
St.
the
L
really
's
dinner-party
on
the 30th
It is
'
and so on.
here that
'
we
be the best
is
The ways that most people use now must ways of learning and remembering : it
not be used,
when
there are so
people everywhere'
Let
me recommend
inventions
'.
Did not
lived, before
inventor
Is
it
likely that
will
we know
but a
the
everything yet?
Believe
me, you
to
live
poor
life
if
safest guide.
custom as
see the
extreme of
at the Chinese
it
The
in
fact
my
many
place
our age
252
HOW
they
are
TO
REMEMBER
They have
less
survived,
but
best
not
good
still
are
they
the
possible. possible,
is
And
that
the
for
best
possible, the
very
best
search.
but
for
long time
Bath-
English PrivateI
'
absence was
it is
not good.
will
not
weary you
'
cus-
tomary
4.
'
is
the best
'.
be the
surely
This
so
it
is
;
way
is
way
but generally
it is
way.
I once asked a well-known Lawn Tennis player what was the best way of gripping the racket.
'
Oh
',
he
be
said,
'
the natural
for
way
',
is
the best
'.
'
It
may
"
the
"
best
grip
you
thought,
:
'
for
you
naturally
the
racket
rightly
but
how
racket
about
those
'
who
grip
the
wrongly ?
No
it is
right
in
by the
light
Neither
nor
that
learning and
remembering, nor
in
anything
we expect
we
we should without
correction
to that alone.
OBJECTIONS ANTICIPATED AND ANSWERED
altogether outside yourself
in
253
you must ever be prepared to learn from and must ever be prepared to mistrust your own ways of doing things.
others,
No
Akin
to this objection
is
the following
little
way of
best
learning
that
way
is
for him or
But even
this little
way may
may
be of great value.
At any
rate,
will
It is
probable that,
you were
to ask for
and get
be only too
absolutely infallible.
Each has
piano
his
own
it,
little
way
'
of holding
cricket-bat, of holding a
:
to get out of
may
at first
But
for
all
may
the
System of
remembering by means of Rhymes, are degrading! then degrading to the Rhymes If you mean
'
',
you mean,
suppose, that
it is
degrading a thing to
:
make
it
for, if it
helps the
'
254
HOW
it
TO REMEMBER
memory,
that
as
is
But, because
may be made to serve a useful purpose. Rhymes are used in beautiful Poetry, no reason why they should not also be used
Because printing
is
is
a means of remembering.
no reason
why
it
But,
it
is
suppose, that
degrading
for
you
to
use
by
means of Rhymes
of course, you
have that
well.
remembering
of
Once
admit
the
importance
remembering
they
are, in
your
case),
and you
for
at once
have the
right, if
using them.
Rhymes,
like the
man.
It
was a great
chief
poet,
moreover,
who
not
said
that
the
function
thoughts beautiful
reverse
but
at
of
Rhymes was
them
to be
to
make
their effect
to help
are
some
'
artificial
'
(to
artificial
Systems
mental
the mind
'
all)
faculties,
:
XLVI.
is
Memory-Systems are
still
for
255
the
many Memory-Systems, and all have not same office'. You cannot bundle up into a
pile
great
such
with
things easier to
remember (XXV.),
the
Rhyme- or Rhythm- System (XXX., XXXI.), and the They must be treated separately, lest perothers. The chance you burn the wheat with the tares
Initialising-System (XXVII.), the
'
'.
'
Connecting-System
',
for
example, has
its
found-
mind
itself
its
principle
or to teach anything at
To
treat as
if
us
is
(XXVI.),
it.
such
as
the
reason,
they are
not
more 'degrading' than it would be to travel by train instead of by coach, or to send messages by post or telegraph instead of by a personal visit. Memory-Systems weaken the memory! 6.
'
This
that
is
it
is
easy to prove
may do
much harm.
is
who have
256
tried
HOW
has
TO
REMEMBER
as the
Loisette-System)
of
this.
fairly,
very
reverse
The
I
Memory
No
weaken
colours
have suggested
(or
fail
Section VI.
foil,
could possibly
it
to
might be thought
and
RYGBU
It
words together.
you
it.
will
might be said
It
jumping
rather,
by going over
gradually
strange as
it
may seem
acquires the
power of doing without the steps. There are numbers who had a bad memory when they began the
Loisette-System, but
a capital memory,
and are hardly conscious of the process of linking any two words together somewhat as an experienced
Rowing-man
his stroke
parts.
is
hardly or not at
all
conscious that
as a piece
we seem
know how.
after
all,
And,
there
is
'
257
?
How
do
we remember
will see that
certain things
some Memorymore than a description of what is actually going on in your mind again and again when you remember the System would have you do purposely and practise thoroughly and apply widely that which you are already doing in a few
Find out
this,
and you
Systems are
really little
cases,
Many have
to hold
up the bicycle at
to
become a mere
substitute
Let
me
former
master at a
Public
School, and as an
honest learning
'
at our
any
up
rate,
stored
little
!
in
The
the
it
present
system has
throw
to boast of that
should dare to
learning
is
stones
'
The
',
greater part of
may
be
honest
very
dull at the
Take
away from
their social
Schools
their
discipline,
intercourse, their
splendid
Games and
of which
Athletics,
little
England can
17
proud.
'
258
HOW
Of course,
as
I
TO REMEMBER
may
'
learn a
long
list
of things by means of
:
other system
heavily
!
and
by
the
way
he
Loisette
or
'
some
usually
scores
But it yet remains to be proved that his any the worse off for it than that of the average boy who tries to learn up his text-book by rote, and only succeeds in remembering half of
mind
is
the
lists
as to 'honest learning' and really useful and sound methods I think they will be found in abundance in Sections VI. to XXI. of this work.
And
If
misuse one
any one chooses to ignore these pages, and to or more of the Systems on the subis
his
Parrot-like
learning',
is it
of which
condemned
is
measured terms
to
Memory- Systems
where
alas,
it
does
flourish,
a general
notable
exceptions
both
among learners. Speaking for my own part, I know that mitted to memory a quantity of English
among
teachers and
(viz.
com-
Poetry
my
it
mind
at
all.
it
still
can recall
nearly
is
only as
entered
my mind
then
all,
but
as a mere
line
or two
259
practically
Had
achieved the
same
result,
any System,
been of
I
it
could have
less
value to
me
now.
Had
e.g.
known what
effect
know now
(Section VII.
foil.),
first,
the
the
and of the ideas and words learnt and remembered, might have been more precious to me
than silver and gold.
as
it
never occurred to
me
till
quite recently,
never
profited
8.
'
trouble
than
the
end
So thinks every
unreflecting,
self-satisfied
Let
me
quote again
way
when
at
*, I at
first
tried to acquire
the right
best
to
definite plan
failed.
therefore
of how Then I
method
by step
results
and
The
more
have a
:
fairly solid
my
stroke.
I
Nay
my
other
can help
* See
works on Games.
260
HOW
I
TO
REMEMBER
I
others.
to
(XXXIX.).
in
For the
form
fruits
the
of an
once
razor;
had a
a
five
shilling
lesson
will
in
small
thing,
you
say.
far
have saved
my
I
:
razors
In Geography, again,
to
but
carefully,
and now
in
can
easily.
each case
feel that
(a)
the practice,
though at
first
ductive,
has
;
brought most
satisfactory
the end
(b)
tise,
and that
I,
had
at the beginning,
much
to prac-
mistakes
and wastes of energy, would have been saved. So, if you get hold of the right way to learn and to practise, and if you do learn and practise
carefully, especially in
will give
a new interest to
in
particular,
be that
your memory
be greatly benefited.
That
this
or, if
you
do, read
what
is
said
26!
and
in
XLIII.
of
is
foil.,
memory and
Not only
then, but
its
cultivation.
a real blessing,
the end are ex-
the means
cellent in themselves.
9.
'
and
it
was a failure'
is
This
(a)
(b)
enough
or
properly
tried a good System, but not you may have misunderstood it, you may
it
have practised
value, or
it
to be of
you may have tried it a fatal mistake before you realised (see XV.) the ideas which you were trying to remember. Or if, at the very outset,
' '
any
real
you
tried to
apply
it
to a
somewhat
difficult
in-
stance,
It
no wonder you
failed.
all.
Very
mark
all I
dealings with
this
have
is
you
!)
good reason
can say
clearly state in
the Preface,
is
Only, there
is
262
HOW
It
is
TO
REMEMBER
you
it
just this.
faculties
possible that
:
still
have some
for
undeveloped
(XII.),
whether
for
be the faculty
arrangement
mind (XV.),
I
and names),
cannot
But there
is
may
be the
have.
any weaker faculty which you For a person who had these and the other
(see
faculties
XLVI.)
is this
all
equally
fully
developed
And
there
also
you may
:
at
some time
or
all
little
understand
why your
fail
pupils
many
ever to
them.
If
Systems, believe
you study the methods and the me you will be none the worse.
'
And,
this
if
This
man
:
or
woman
I ?
remember
well
enough without
a System
this fallacy.
why As
really
being
why
should
not you f
is
It is
assure you,
!
who
And
suppose
you have not the genius for doing a thing well, then you must be content to spend time and toil in doing
263
'
in laying for
yourself those
foundations
not how'.
Those who,
life
However
that
may
,
be
seems to
me
quite satisfactory
and
:
anyhow the
life.
not
he cannot acquire
'gift'
it for
himself'
not
Of what
has
this
been
said?
Of
of Piano-playing,
itself, it
'
it
is
the
Practice of
be done that
the
cannot be improved by practice of Only, right kind and under the right conditions.
practice
the
must be of the
right
kind.
Seeon, all
ing, hearing,
so
can be improved
we
practise
them
in the right
way.
in the case
But the right way ? There's the problem, which, of memory, I do not profess to have
264
HOW
But
I
TO
I
REMEMBER
have given some materials
it.
solved.
hope
that
may
Notice that few objectors give any reasons. simply dictate and lay down a
'
They
Law
Do
not use
',
say they,
'
faculties
such as that
by meaning
things that
remembering
?
Rhyme
be so
useful, just
because you,
Law?
And
is
What were
not
'
Again,
my
minds?
There
they are
we
we
to leave
useful, just
Are them unused when they might be so because you lay down a Law? What
for
if
not to be em-
And
is
remembering
to
a good purpose
to
all
Are we
trust
it
chance
for
remembering
everything, to do
because an
OBJECTIONS ANTICIPATED
of Psychology
offered every
AND ANSWERED
265
is
decide.
It
is
for you,
give
let
them a
you
If
condemn.
Only
really
me
ask you
one thing.
you would
know whether
is
may
and
slow
be useful or not, do
(there
lots
to
to
careful
first
practice,
not
to
be impatient
the
steps
are
do not pull
real plant.
it
Above
systems
all,
will
do not imagine that all methods and Yours may suit you equally well.
excellence,
or the sound-
memory, or the arranging-memory, or the reasonThere are means of testing: do not ing-memory.
expect that
all will
SECTION XLVIII. A FEW REFERENCE BOOKS.
FOR
as
the reader
well
advised to look at
at
some
the
of these books,
as
:
the
Article
in
Encyclopaedia
Britannica
Barter.
Granville.
* Green.
Holbrook.
A Wonderful Memory and How (Simpkin, Marshall & The a Good Memory (Walter (Kegan Memory and How Strengthen Memory
to
Acquire
it
Co.).
Secret of
Scott).
Its Cultivation
Paul).
to
the
(Fowler
&
Wells,
New
Mifflin, Boston).
&
Co.).
Loisette.
Assimilative
Memory
Essays,
(Larrowe-
Loisette).
Miles.
How
to
Prepare
Lectures,
Articles,
Books,
Speeches,
and Letters
(Rivingtons).
A
Miles.
267
Eustace
System
of
Physical
Culture.
Morrell.
Eustace Miles Restaurant Recipes. Outlines of Mental Philosophy Memory (Houlston). Manual of Psychology
(Clive).
(Stewart).
Stokes.
** Stout.
INDEX
After-life, 229.
Air, 57.
ABC Note-Books,
A
Common
A-Becket, 43.
Ablative, 85.
200.
:
Alcoholism, 83.
priori Reasoning, 28
Sense.
and see
Algebra, 182.
Alliterations, xv, 44, 46, 156.
Alphabet (use
of), 73,
174-175.
in.
foil.
Alternatives, 40-41,
45-46,
48-
foil.
Accumulations, II 8.
Accuracy, 36.
Acting, 27, 95.
sons.
foil.,
186,
Adaptation, 162.
Addresses, 231
:
see Engagements,
Card-System. Advantages of a
foil.,
134
foil.,
Good Memory,
foil,
of Memory-Systems,
146.
etc.,
97,
see Engage-
of
108-109.
see
and Numbers,
foil,
177.
178,
no.
Asparagus, 125
Associations
foil.,
foil.
Notes.
Aeolic, 173-174.
270
Attaching-System,
:
INDEX
Capitals of Eastern World,
173-
172-
Card-Holder, 201.
Card-System, 73, 82, 185, 201.
Caricatures,
Audience (imaginary),
Augustus, 24, 148.
10.
43-44
surdities.
Automatic
(or
half- automatic)
Avoided
(foods), 144.
Cato, 28.
Ayer's, 130.
Cause and
Effect, 83-84,
87
foil.,
128, 225.
B
Backhanders, 259.
Causes
of Forgetting, 14
foil.,
113.
Backwards
177.
repetition,
17-1 18,
Bag
Change important,
Chess, 236.
Beginning important,
127
and
150-151,
foil.,
217.
Blood-circulation, 55.
and
see Ori-
Brevity, 72.
ment.
Clearness, 92
foil.,
21
1.
Clergymen, 235.
'Clotch,' 150.
Brute-beasts, 5.
Codes, 142.
Collection of Headings, 72
201.
foil.,
Colonies, 103-104.
Colours, 143, 245.
Comic Papers,
Cabal-System, 142, 217. Call (Miss A. P.), 62.
Capital Letters, 85.
152.
xiii,
Common
205
Sense,
:
28, ioo-ioi,
foil.
Preface.
INDEX
Comparisons, 23, 28-29, 102-106,
113, 124, 134, 148, 179, 212,
271
222-223, 2 5<>.
Competition, 67.
82.
Complete
Lists,
Complex
118.
and
76 Simple,
foil.
8,
64,
Links, 122.
Concrete, 128,
Concrete Language, 92
(good), 56 foil., 192.
foil.,
211.
a Pig, 137England, 169, 172. Mediterranean Lands, 171. Eastern Lands and Capitals,
173-
174.
120,
see
I44-H5Memories,
foil.
6,
foil.,
114
Different
Contamination, 150.
Contrasts, 29, 105-109, 179, 212,
265
for Individuals,
Individuality.
type, 85.
Difficulties, 3 foil., 177.
215, 222-223.
Cramming, 209.
Cricket, 7, 262.
Cross-roads, 249.
foil.
Darwin
177
(date), 140.
foil.,
152,
E
Ear-Memory, 8
179, 258.
foil.,
Dative, 85.
Day
of a Business-man, 229-230.
69-70, 115,
Debaters, 235.
Definitions, 91 foil.,
239
and see
253.
Questions.
Ease, II, 245 foil. : and see Easy. Eastern World (Capitals of), 172173-
'Degrading' Processes,
Details. 90, 248.
xi,
174
271
INDEX
(false)
Economy Economy
75.
of time, 200
Education, 66,
257, etc.
no foil.,
xii,
Old Methods,
1
195, 249
tions.
foil.
Effect
and Cause,
:
83-84,
128,
225.
Starting-points, 28.
Fancy
words,
143
and
see
Emphasising, 82
foil.
esp. 84.
Brunch.
Feasibility, 80.
Ending important,
127.
Energy, 62, 64, 241-242. Engagements, 184-185, 229-230. England (Maps), 169, 172.
England's Success (Causes), 22.
English Education,
Education.
xii
:
143
and
see
In-
and
see
Food, 55, 144. Foreign Languages, 47, 146, 158, 219-220, 233.
Forgetfulness,
its
Causes, 14
etc.
foil.
Foundations, 198.
Everyday
life,
234.
Framework, 89
line.
foil.
see
Out-
Examiners, 235. Examples (home-made), 199. Exercises, 61 foil. Experience (personal), 207
see Originality.
:
Froebel, 66.
and
Games and
foil.
and
see Ease.
Good
Conditions, 56
261.
62.
foil.,
192.
'Faculties combined,'
INDEX
Gooseberry, 124.
73
Way
:
of Learning, II.
34,
Ideas
important,
187
foil.,
Green, 267.
Grouping, 25
:
and see Realising, 248 Reasoning. Idle moments, 226 and see Odd
:
ment.
Moments.
Illustrations,
23,
211
and see
Comparisons.
H
Habit of remembering, 227.
Habits, 63.
4,
26,
27,
1,
34,
91
it),
184, 210-21
223, 231.
Importance (arrangement by
65
:
and
see
S3-
Improvement impossible
263.
186, 201
:
(fallacy),
Hammering,
Headings, 72
Health,
113.
foil.,
and
see
see Card-System.
and
206265,
'
207,
etc.
248,
253,
261,
Helps to Memory, 53 foil., 197. Hexameters, 47. Hindrances to Memory, 14 foil., 113 and see Forgetting.
:
in.
73
:
letters,
and
foil.,
see
In-
itialising.
foil.
Initialising, 36,
38
42, 137,
142
217.
foil.,
163,
172-173,
Holbrook, 266.
Instance remembered
61.
see Learn,
How
to
remember,
(J.):
11, etc.
227.
Intervals, 84, 129, 169.
Hudson
see
Additional
Notes.
Humour, 43-44:
surdities.
Hurry, 118.
18
274
INDEX
Loisette, 32,
99,
121, 139
foil.,
jamais, 122.
James
(Prof.), 266.
Lower
for
it),
77.
M
Macinproof, 217.
Joy, 56.
Juliurr, 152.
Justifications,
205
foil.
(Mrs.), 214.
80, 135 foil., 167
foil.
K
Kay, 266.
Kindness, 239, Kings of England, 121.
196.
Mediterranean
(Map
201.
of), 170.
Meicklejohn
(Prof.), 169.
Knowlson, 266.
Mem. -Holder,
Systems.
Memoria Technica,
121
foil.
see
Mems, 72
Landmarks, 148. Language, 92 foil., 211, 212. Languages of Mediterranean,
Latin, 47.
foil.,
185, 201.
173.
Metals (fusion
of), 100.
Cases, 85.
Practice.
foil.,
235,
Metre, 157-158
Miles, 266-267.
of Poetry, 186-188.
by
Lecturers, 235.
Length of Practice,
Light, 58.
see Objections.
foil.
and
see
see
123
foil.,
128,
foil.,
faculties,'
xvi
and
Un-
245,
used.
256.
objections, 247, 249.
Lists, 232.
useless,
68,
71,
232,
Morality, 60.
Morrell, 267.
246.
Localising, 34, 132
foil.,
184-185,
Motives
for learning,
23
and
see
2IS.
Advantages, Interest.
INDEX
Miiller (Max), 154.
275
14
and
see
Originality, xvii, xviii, 55, 70, 74, 99, i5, 162, 197, I98-I99.
Outlines,
foil.,
89
210.
foil.,
99,
137, 168
N
Names and
addresses,
231
see
foil.
58-59, 64,
98
'Natural
253-
is
best' (fallacy),
252-
etc.
and
Eye-
of
men
(useful
for
New
Testament
foil.
examples,
221
Memory), 175.
Pedants, 245
185.
foil.,
264.
Note-Books, 74, in, 185, 200. Numbers, 31, 37, 139 foil., 177
foil.
Peg-System, 35
foil.,
134
foil.,
O
Objections, 125, 154, 247
foil.
Personal
3. 55.
experiences
important.
Originality,
and Additional
Obscurity, 93.
Notes.
31,
Observation,
239Obstacles, 14
104,
169,
foil.
Odd moments
Old Education,
cation.
(use
of),
24,
38,
Phonograph,
186
:
xii,
112,
115, 179,
and
see
Additional
and
foil.
:
see
Edusee
Notes.
and
Photography (mental)
'
see
Ad-
140, 168
foil.,
Physical Exercises, 61
:
One
thing at a time, 64
Part-by-part.
and see
Piano-playing, 195.
Picture
3.
-
painting,
26
and
see
Realising.
276
Plan of a house, 76. Plan of the book, xvi
Plans, 167
foil.
:
INDEX
foil.
,
206.
Rainbow, 245.
Rapidity, 11.
Realising,
26,
34,
1,
Proteid
Food Note on p.
153
see
149.
Additional
91
223.
foil.,
158,
184, 210-21
Pleasure, 226.
Poetry,
foil.
foil.,
157
foil.,
186
Portmanteau-words, 150-15 1.
Position of the body, 57Practical lessons, 23.
Practice,
6,
Rearrangement, 84. Reason and raison, 129. Reasoning, 28, 70, 115. Reasons for practising, 194, 205
foil.
Recall,
38,
49, l9>
58-59, 72,
130,
II.
85, 95.
l.
183,
Rehearsing,
Iio-m.
foil.,
219,
Reincarnation, 263.
Rejection, 79
140, 168
foil.,
263.
'Practice'
and
'practice,' 137.
178.
Preparation
needed,
140,
183
Relaxation, 61-62.
Repetitions,
105,
and
see Practice.
113
foil.,
187,
212, 223.
199
foil.
Repose, 61-62,
Representation, 79
stituting.
:
see Practice.
Problems, 58.
for teachers, 66.
Reproduction, 116.
Responsibility, 68.
Processes, 64.
Professionals, 194.
Rest, 61-62.
Progress, 6.
Resumed,
'
Progressions, 182.
Prominent
foil.,
Prompters, 138.
Proportional Health, 54.
Proteids, 55-
Rhyming
Rhythm,
157
224.
163, 186
218,
grams.
'Punch,' 152.
of sense, 224.
Punishments, 68.
Puns, xiv,
Purity, 60.
12, 127, 174, 214.
disadvantages of
Rhyme and
Rhythm,
Right action,
Rivalry,
157.
Q
Queens of England,
121.
5.
67
and
see Competi-
tion.
(Causes), 21-49.
INDEX
Room-System,
Heart.
34, 132.
xxiii
:
277
Stammering, 157.
and see
see Out-
foil.
Statues, 27.
foil.
:
Rough
Outline, 89
Step-by-step,
30
and see
Re-
line.
sumee.
S Sandow, 65.
Schoolboys, 44
tion.
:
and
see
Educa-
Stout
66,
68,
(Mr.
G.
F.),
4,
9,
91,
Schools,
257
and
see
267.
Education.
Scientific
men, 236.
:
Selection, 79 foil.
Self-activity, xv, xvi
ality.
and
see Origin-
Sub-conscious, 65
matic.
Self-confidence, 227.
Self-correction, 117, 169, 239, 254.
Self-sufficiency, 227.
xxii,
Substituting-System,
foil.,
37-38,
139
foil.
(Causes),
21-39.
Surroundings, 58
foil.
and see
Complex.
Sleep, 56.
Sleeplessness, 231.
advantages, 225
misused, 197
see 139
:
foil,
foil,
:
and
Sounds, 58
160
foil.
Sparrow-grass, 125
Speakers, 235. Special Purposes
foil.
T
Tadema
(A.), 137.
and Subjects,
foil.
Tarquin, 181.
231
foil.
Teaching,
2,
29,
104,
no
foil.,
foil.
'Faculties,'
238
26Z
Spelling, 64.
Temperature, 57.
278
Temptation, 57. Tennis, 259.
INDEX
and see
Value of Memory, 3 foil. and see Advantages. Variety, 56 and see Change. Various Memories, 6 and see
: : :
Different.
Time (economy
Times
of),
226.
Ventilation, 57.
foil.,
:
for practising,
60
193.
and
see
and
see Connec-
W
Walker
(Rhyming
Dictionary),
see Foreign
ISS-
Weak
:
points strengthened,
117,
and
130.
Weakening of Memory,
Wealth, 128.
255-
What
to
remember,
practise,
xxii
and
:
see
U
Unconnected things, 250-251. Unconscious Memory, 115.
Underlining, 84.
Unfairness, 254-255.
Subjects.
When
'
to
60
foil.
and
see Time.
Where
is it ?
'
Note-Books, 200.
Whist, 236.
Whole and
part, 128.
Unimportant
things, 233.
of),
Why one
Union (bonds
Unity, 83.
103-104.
overtaxed, 59:
Universities, 66
tion.
and
see
Educa-
Word-memory, 1 14 foil., 127, 248: and see Additional Notes. Worth while, 259.
Writing (of Articles,
etc.
),
Unused
Faculties,
xvi,
12,
219,
233.
Wrong way
12,
Unused
Unusual
Useless
Materials, xvi,
101,
foil.,
261.
Zodiac-signs, 133.
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