How to Improve the Memory/Lesson 1
How to Improve the
Memory
LESSON I
MEMORY
WHAT is memory?
Memory is the mental power of recognizing past knowledge. It is a recalling of facts, words, faces, or pictures that had been put aside. A business act has been performed and the facts are then stowed away in the recesses of the mind, but some time later a dispute arises concerning these facts and it is necessary that all the details of the transaction should be recalled; an acquaintanceship springs up between two travelers, they part, and do not meet again for many years, but finally they come face to face; a gorgeous sunset is witnessed by one as he is journeying near the tropics, the sun sinks to rest and the picture is gone. Recalling the facts pertaining to the business act, remembering the face of the acquaintance, reproducing the picturesque sunset, are acts of the memory.
How does memory act?
It acts through several processes of the mind known as perception, retention, reproduction, representation, and recognition.
What is meant by perception?
By perception is meant the power of gaining immediate knowledge by means of one or more of the senses. We may perceive by the eye, ear, nose, tongue, or skin. These all act as means for conducting emotions to the brain, the brain communicates with the organs of expression, and they show how what is perceived acts upon the perceiver.
What is meant by retention?
In its application to memory, retention means the power by which knowledge is kept in the mind, subconsciously, to be reproduced at will.
What is meant by reproduction?
Reproduction means the process of the mind whereby any object, be it a fact, word, face, or picture, once known but not perceived for some period of time, is brought back into conscious use.
What is representation?
It is the process by which the mind presents to itself objects which it has previously known.
What is recognition?
By recognition is meant a second knowing; a re-knowing of what has been known before.
We thus see that in order to have a good memory it is necessary for the mind to be healthy and vigorous so that it may see, retain, reproduce, represent, and recognize.
PERCEPTION
The power of perception may be strengthened by paying attention to things, noticing their peculiarities or distinguishing traits. Some speakers, for instance, arrange their speeches on cards 3x5 inches, placing one paragraph or one section of the speech on one card, and in memorizing the written matter they keep before them an image of the card containing the particular matter that is on that card, familiarizing themselves with the appearance of the matter on the card, and when they rise to speak, these cards pass before their mental vision and it is easy for them to recall the matter that is written thereon. Other speakers use different colored sheets of paper instead of cards and associate the matter with the color of the paper.
The arrangement of letters or words often aids one in memorizing matter; as,
And this our life, exempt from public haunt,
Finds tongues in trees, books in the running brooks,
Sermons in stones, and good in every thing.[1]
The observant eye will note the t in tongues and trees, the b in books and brooks, and the s in sermons and stones. After these things have been perceived by the mind it will be a simple matter easily to memorize the passage and it will prove a pleasure to recall it at will.
RETENTION
In order that we may reproduce, it is necessary for us to retain; we cannot dispose of a thing that has passed from our possession; therefore after an object has been perceived it must be retained so that it may be reproduced. Retention is one of the great essentials of memory. The only way for persons to retain what they have seen, heard, or felt is for that particular thing to make an impression on them; therefore if they wish to retain they must perceive closely, examine the thought or object intently in order to find out its significance, study its purpose or meaning until they feel that they know all about it, and when satisfied on that point they may rest assured it has been perceived in such a manner as will enable them to retain it.
REPRODUCTION
To be able to retain will be of little use unless we can at the same time reproduce, but if one has stamped the object on the brain it will be a simple matter to reproduce it as many times as the person may desire, and this reproduction can be continued until the brain wears out. In this connection the brain is much like a phonograph record: an impression is made on it, and it may then be reproduced indefinitely, the quality of the reproduction and the ability to reproduce depending on the perfection of the impression and the ability of the mind to recognize it when reproduced.
RECOGNITION
The power to recognize is as essential as the ability to reproduce, for unless the mind recognizes the reproduction, memory will fail to act. The following incident will explain this fact: Henry W. Longfellow and Ralph Waldo Emerson were intimate friends, both living to a ripe age and achieving renown. Longfellow retained possession of all his faculties until he died, but Emerson's mind had lost its marvelous power some years previous to his physical dissolution. On the death of Longfellow, Emerson's daughter conducted her father to where the funeral services over the body of his departed friend were being held, and as he gazed upon the peaceful face, encircled with its snow white hair, he said: "It is a sweet, sweet face; he was a lovely character;" then, turning to his daughter, he continued in a tone indicating that he was trying hard to recall whose face it was, "but I have forgotten his name." This showed that all the processes of memory had not worked—that of recognition was lacking—and while Emerson's mind perceived, retained, reproduced, and represented, it failed to recognize, and consequently he was unable to remember.
By this time the student will perceive that this system is not a hocus-pocus trick, a juggling of figures or words, but an honest setting forth of the means by which the mind can be made to see, retain, and reproduce objects, facts, and words by the simple process of exercising thought. In order that one should have a good memory, it is necessary for the brain to do its duty, and it will be impossible for it to perform this duty unless it is in a healthful state. Brain power is essential to the health of the brain, and this power can only be attained through keeping the brain in action. In other words, it must be used in order that it may become strong, active, and healthy. It must be educated, not necessarily educated in the sense we call schooling, but educated by the mental activity that observes things, studies the form, purpose, and effect of them, and reasons the consequences that may arise from any action. Men are foolish who think they can deaden the brain with liquor, stupefy it with drugs, and poison the system with nicotine and yet have a good memory. If any there be who have accompanied us thus far on our journey who think they can persist in dissipation and at the same time acquire a good memory, they had better stop right where they are and not hug that flattering unction to their souls. Note the words that Shakespeare puts in the mouth of Lady Macbeth:
By this it is not meant that men must neither drink nor smoke if they desire to possess good memories, because both these things may be indulged in with moderation without doing any serious harm to the mind, but it is the author's opinion that overindulgence of any kind (drinking, eating, or smoking) tends to weaken the mind and thus injure the memory.
The means employed for strengthening, developing, and controlling the memory are:
1. Attention. (1) Note the location of figures, letters, words, phrases, or objects. (2) Lay hold of the thought.
2. Apposition. Similarity of figures, words, thoughts, or objects.
3. Opposition. Difference between figures, words, thoughts, or objects.
4. Combination. Arrangement of figures, words, thoughts, or objects.
5. Sequence. An orderly following in space, time, or arrangement of figures, words, objects, or thoughts.
The student should study carefully the definitions and explanations given in this lesson as they will prepare him for grasping readily the instructions on Attention, which will be the subject of the next lesson.
- ↑ As You Like It, Act II, Scene I.
- ↑ One who wards or keeps guard.
- ↑ Any state of mind that confuses or stupefies.
- ↑ A still: a vessel through which distilled liquors pass.