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Chapter seven. Memory. Psychologists class
as representative mental processes those known as memory

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and imagination, respectively. The term
representation is used in psychology to indicate the

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processes of representation or presenting again to
consciousness that which has formerly been presented to

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it, but which afterwards passed from
its field. As Hamilton says, the

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general capability of knowledge necessarily requires that, besides the power of evoking out of

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unconsciousness one portion of our retained knowledge
in preference to another, we possess the

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faculty of representing in consciousness what is
thus evoked. Memory is the primary representative

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faculty or power of the mind.
Imagination depends upon memory for its material as

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we shall see when we consider that
faculty, every mental process which involves the

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remembrance, recollection, or representation of
a sensation, perception, mental image,

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thought, or idea previously experienced must
depend upon memory for its material. Memory

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is the great storehouse of the mind
in which are placed the records of previous

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mental experiences. It is a part
of the great subconscious field of mental activity,

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and the greater part of its work
is performed below the plane of consciousness.

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It is only when its results are
passed into the field of consciousness that

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we are aware of its existence.
We know memory only by its works.

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Of its nature, we know but
little, although certain of its principal laws

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and principles have been discovered. It
was formerly customary to class memory with the

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various faculties of the mind, but
later psychology no longer so considers it.

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Memory is now regarded as a power
of the general mind, manifesting in connection

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with every faculty of the mind.
It is now regarded as belonging to the

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great subconscious field of mental and its
explanation must be sought there. It is

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utterly unexplainable. Otherwise the importance of
memory cannot be overestimated. Not only does

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a man's character and education depend cheaply
upon it, but his very mental being

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is bound up with it. If
there were no memory, man would never

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progress mentally beyond the mental state of
the newborn babe. He would never be

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able to profit by experience. He
would never be able to form clear perceptions,

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He would never be able to reason
or form judgments. The processes of

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thought depend, for material upon the
memory of past experiences. This material lacking,

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there can be no thought. Memory
has two important general functions. Those

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are one the retention of impressions and
experiences, and to the reproduction of the

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impressions and experiences so retained. It
was formerly held that the memory retained only

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a portion of the impressions and experiences
originally noted by it, but the present

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theory is that it retains every impression
and experience which is noted by it.

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It is true that many of these
impressions are never reproduced in consciousness, but

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experiments tend to prove, nevertheless,
that the records are still in the memory,

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and that appropriate and sufficiently strong stimuli
will bring them into the field of

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consciousness. The phenomena of somnambulism,
dreams, hysteria, delirium, approach of

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death, etc. Show that the
subconscious mind has an immense accumulation of apparently

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forgotten facts, which unusual stimuli will
serve to recall. The Power of the

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memory to reproduce the retained impressions and
experiences is variously called remembrance, recollection,

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or memory. This power varies materially
in various individuals, but it is an

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axiom of psychology that the memory of
any person may be developed and trained by

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practice. The ability to recall depends
to a great extent upon the clearness and

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depth of the original impression, which
in turn depends upon the degree of attention

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given to it at the time of
its occurrence. Recollection is also greatly aided

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by the law of association, or
the principle whereby one mental fact is linked

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to another. The more facts to
which are given fact is linked, the

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greater the ease by which it is
recalled or remembered. Recollection is also greatly

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assisted by use and exercise. Like
the fingers, the memory cells of the

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brain become expert and efficient by use
and exercise, or stiff and inefficient by

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lack of the same. In addition
to the phases of retention and reproduction,

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there are two important phases of memory. That is three recognition of the reproduced

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impression or experience, and four localization
the impression or its reference to a more

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or less definite time and place.
The recognition of the recalled impression is quite

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important. It is not enough that
the impression be retained and recalled. If

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we are not able to recognize the
recalled impression as having been experienced before,

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the recollection will be of but little
use to us in our thought processes.

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The purposes of thought demand that we
shall be able to identify the record impression

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with the original one. Recognition is
really recognition re knowing. Recognition is akin

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to perception. The mind becomes conscious
of the recalled impression just as it becomes

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conscious of the sensation. It then
recognizes the relation of the recalled impression to

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the original one, just as it
realizes the relation of the sensation to its

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object. The localization of the recalled
and recognized impression is also important. Even

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if we recognize the recalled impression,
it will be of comparatively little use to

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us unless we are able to locate
it as having happened yesterday, last week,

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last month, last year, ten
years ago, or at some time

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in the past, and as having
happened in our office house, or in

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such and such a place, in
the street, or in some distant place.

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Without the power of localization, we
should be unable to connect and associate

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the remembered fact with the time,
place, and persons with which it should

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be placed to be of use and
value to us in our thought processes.

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Retention, the retention of a mental
impression in the memory depends very materially upon

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the clearness and depth of the original
impression, and this clearness and depth,

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as we have previously stated, depend
upon the degree of attention bestowed upon the

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original impression. Attention, then,
is the important factor in the forming and

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recording of impressions. The rule is
slight attention, faint record, marked attention,

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clear and deep record. To fix
this fact in the mind, the

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student may think of the retentive and
reproductive phases of memory as a phonographic record.

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The receiving diaphragm of the phonograph represents
the sense organs, and the recording

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needle represents the attention. The needle
makes the record on a cylinder deep or

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faint. According to the condition of
the needle. A loud sound may be

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recorded, but faintly if the needle
is not properly adjusted. And further,

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it must be remembered that the strength
of the reproduction depends almost entirely upon the

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clearness and depth of the original impression
on the cylinder. As is the record,

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so is the reproduction. It will
be well for the student to carry

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this symbol of the phonograph in his
mind. He will aid him in developing

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his powers of memory. In this
connection, we should remember that attension depends

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largely upon interest. Therefore, we
would naturally expect to find that we remember

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interesting things far more readily than those
which lack interest. This supposition is borne

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out in actual experience. This accounts
for the fact that everyone remembers a certain

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class of things better than he does
others. One remembers faces, another dates,

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another spoken conversation, another written words, and so on. It will

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be found as a rule that each
person is interested in the class of things

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which he most easily remembers. The
artist easily remembers faces and details of faces,

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or scenery and details thereof. The
musician easily recalls passages or bars of

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music, often of a most complicated
nature. The speculator easily recalls the quotations

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of his favorite stocks. The racing
man recalls without difficulty the odds posted on

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a certain on a certain day,
or the details of a race which was

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run many years ago. The moral
is arouse and induce an interest in the

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things which you wish to remember.
This interest may be aroused by studying the

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things in question, as we have
suggested in a preceding chapter visualization in Memory.

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Many of the best authorities hold that
original impressions may be made clear and

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deep and the process of reproduction accordingly
rendered more efficient by the practice of visualizing.

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The thing to be remembered by visualizing
is meant the formation of a mental

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image of the thing in the imagination. If you wish to remember the appearance

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of anything, look at it closely
with attention, and then turning away from

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it, endeavor to reproduce its appearance
as a mental picture in the mind.

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If this is done, a particularly
clear impression will be made in the memory,

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and when you recall the thing,
you will find that you will will

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also recall the clear mental image of
it. Of course, the greater the

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number of details observed and included in
the original mental image, the greater the

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remembered detail perception in memory. Not
only is attention necessary in forming clear memory

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records, but careful perception is also
important. Without clear perception, there is

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a lack of detail and the retained
record and the element of association is lacking.

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It is not enough to merely remember
the thing itself. We should also

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remember what it is and all about
it. The practice of the methods of

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developing perception given in a preceding lesson, will tend to develop and train the

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retentive reproductive recognitive and locative powers of
the memory. The rule is the greater

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the degree of perception accorded a thing, the greater the detail of the retained

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impression, and the greater the ease
of the recollection. Understanding and memory.

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Another important point in acquiring impressions in
memory is this that the better the understanding

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of the subject or object, the
clearer the impressions regarding it, and the

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clearer the recollection of it. This
fact is proved by experiment and experience.

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A subject which will be remembered only
with difficulty under ordinary circumstances, will be

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easily remembered if it is fully explained
to the person and accompanied by a few

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familiar illustrations or examples. It is
very difficult to remember a meaningless string of

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words, while a sentence which conveys
a clear meaning may be memorized easily.

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If we understand what a thing is
for its uses and employment, we remember

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it far more easily than if we
lack this understanding. Elbringhouse, who conducted

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a number of experiments along this line, reports that he could memorize the Stanza

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of poetry at about one tenth the
time requires to memorize the same amount of

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nonsense, syllables God. He states
that he once asked capable students of the

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Johns Hopkins University to give him an
account of the lecture to which he had

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just listened. I cannot do it, replied the student. He was not

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logical. The rule is the more
one knows about a certain thing, the

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more easily is that thing remembered.
This is a point worth noting. End

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of chapter seven, Chapter eight,
memory continued. The subject of memory cannot

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be touched upon intelligently without a consideration
of the law of association. One of

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the important psychological principles, the law
of association. What is known in psychology

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as the law of association, is
based on the fact that no idea exists

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in the mind except in association with
other ideas. This is not generally recognized,

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and the majority of persons will dispute
the law at first thought. But

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the existence and appearance of ideas in
the mind are governed by mental law as

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invariable and constant as the physical law
of gravitation. Every idea has associations with

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other ideas. Ideas travel in groups, and one group is associated with another

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group, and so on, until
in the end, every idea in one's

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mind is associated directly or indirectly with
every other idea. Theoretically, at least,

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it would be possible to begin with
one idea in the mind of a

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person and then gradually unwind is entire
stock of ideas, Like the yarn on

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the ball. Our thoughts proceed according
to this law. We sit down in

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a brown study and proceed from one
subject to another until we are unable to

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remember any connection between the first thought
and the last. But each step of

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the reverie was connected with the one
proceeding and the one secs exceeding it.

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It is interesting to trace back these
connections. Poe based one of his celebrated

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detective stories on this law. The
reverie may be broken into by a sudden

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impression from outside, and we will
then proceed from that impression, connecting it

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with something else already in our experience, and starting a new chain of sequence.

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Often we fail to trace the associations
governing our ideas, but the chain

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is there. Nevertheless, one may
think of a past scene or experience without

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any apparent cause. A little thought
will show that something seen, or a

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few notes of a song floating to
the ears, or the fragrance of a

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flower has supplied the connecting link between
the past and the present. A suggestion

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of mignonette will recall some past event
in which the perfume played a part.

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Someone's handkerchief perhaps carried the same odor, or an old familiar tune reminds one

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of someone, something, or some
place in the past. A familiar feature

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in a countenance of a passer by
will start one thinking of someone else who

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had that kind of a mouth,
that shaped nose, or that expression of

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the eye, and away he will
be off in a sequence of remembered experiences.

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Often the starting idea or the connecting
links may appear but dimly in consciousness,

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but rest assured they are always there. In fact, we frequently accept

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this law unconsciously and without realizing his
actual existence. For instance, one makes

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a remark, and at once we
wonder how did he come to think of

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that? And if we are shrewd, we may discover what was in his

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mind before he spoke. There are
two general classes of association of ideas in

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memory. Those are one association of
contiguity and two logical association. Association of

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contiguity is that form of association depending
on the previous association in time or space

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of ideas which have been impressed on
the mind. For instance, if you

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met mister and Missus Wetterhorn, who
were introduced to them one after the other,

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thereafter you will naturally remember mister Thereafter
you will naturally remember mister w when

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you think of Missus W. And
vice versa. You will naturally remember Napoleon

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when you think of Wellington, or
Benedict Arnold when you think of Major Andre.

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For the same reason, you will
also naturally remember b at c When

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you think of a. Likewise,
you will think of abstract time when you

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think of abstract space, of thunder, when you think of lightning of colic,

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when you recall green apples of love
making, and moonlit nights when you

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think of college days. In the
same way, we remember things which occurred

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just before or just after the event
in our mind, and at the moment

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of things near in space to the
thing of which we are thinking. Logical

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association depends upon the relation of likeness
or difference between several things thought of.

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Things thus associated may have never come
into the mind of the same previous time,

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nor are they necessarily connected in time
and space. One may think of

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a book and then proceed by association
to think of another book by the same

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author, or of another author treating
of the same subject. Or he may

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think of a book directly opposed to
the thirst the relation of distinct difference causing

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the associated idea. Logical association depends
upon inner relations are not upon the outer

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relations of time and space. This
innerness of relation between things not connected in

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space or time is discovered only by
experience and education. The educated man realizes

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many points of relationship between things that
are thought by the uneducated man to be

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totally unrelated. Wisdom and knowledge consist
largely in the recognition of relations between things

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association in memory. It follows from
a consideration of the law of association that

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when one wishes to impress a thing
upon the memory, he should, as

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an authority says, multiply associations.
Entangle the fact you wish to remember in

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a net of as many associations as
possible, especially those that are logical.

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Hence the advice to place your facts
in groups and classes in the memory.

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As Blackie says, nothing helps the
mind so much as order and classification.

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Classes are always few individuals many.
To know the class well is to know

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what is most essential in the character
of the individual, and what burdens the

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memory least to retain in memory.
Another important principle of memory is that the

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impressions acquire depth and clearness by repetition. Repeat a line of poetry once and

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you may remember it. Repeat it
again, and your chances of remembering it

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are greatly increased. Repeat it a
sufficient number of times and you cannot escape

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remembering it. The illustration of the
phonograph record will help you to understand the

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reason of this. The rule is
constant repetition deepens memory impressions. Frequent reviewing

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and recalling what has been memorized tends
to keep the records clear and clean,

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besides deepening the impression at each review. General rules of memory. The following

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general rules will be of service to
the student who wishes to develop his memory.

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Making impressions. One bestow attention.
Two, cultivate interest, three manifest

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perception four, cultivate understanding. Five, form associations six, repeat and review

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recalling impressions. One, endeavor to
get hold of the loose end of association

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and then unwind your memory ball of
yarn. Two. When you recall an

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impression, send it back with energy
to deepen the impression and attach it to

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as many new associations as possible.
Three, practice a little memorizing and recalling

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each day, if only a line
of verse. The memory improves by practice

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and deteriorates by neglect and disuse.
Four. Demand good service of your memory,

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and it will learn to respond.
Learn to trust it, and it

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will rise to the occasion. How
can you expect your memory to give good

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service when you continually abuse it and
tell everyone of the wretched memory I have.

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I can never remember anything. Your
memory is very apt to accept your

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statements as truth. Our mental faculties
have an annoying habit of taking us at

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our word in these matters. Tell
your memory what you expect it to do.

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Then trust it and refrain from abusing
it and giving it a bad name.

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Final advice. Finally, remember this
rule. You get out of your

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memory only that which you place in
it. Place in it good, clear,

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deep impressions, and it will reproduce
good, clear, strong recollections.

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Think of your memory as a phonographic
record, and take care that you place

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the right kind of impressions upon it. In memory, you reap that which

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you have sown. You must give
to the memory before you can receive from

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it of one thing, you may
rest assured, namely, that unless you

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take sufficient interest in the things to
be remembered, you will find that the

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memory does not take a fear interest
in them to remember them. Memory demands

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interest before it will take interest in
the task. It demands attention before it

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will give attention. It demands understanding
before it will give understanding. It demands

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association before it will respond to association. It demands repetition before it will repeat.

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The memory is a splendid instrument,
but it stands on its dignity and

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asserts its rights. It belongs to
the old dispensation. It demands compensation and

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believes in giving only an equal measure
to what it receives. Our advice is

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to get acquainted with your memory and
make friends with it. Treat it well

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and it will serve you well.
But neglect it and it will turn its

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back on you.