PRINCIPLE V. When reviving an impression, do it so far as possible without referring to the object itself, thus obtaining the greatest permanent intensity.
We have touched upon this principle in the chapter on Eye Perception. The idea is that the impression should be revived mentally so far as is possible. Of course, it will be found that details have not been noticed, and it will be necessary to go back to the object to supply the things omitted, but first endeavor to recall plainly that which has been noticed, and thus intensify the impression. The details subsequently acquired are to be treated in the same way, each revival of impression including more details and being more complete. If you were to simply go and look at an object in a general way every day for a month you would not know half as much about it as would be the case if you had studied it carefully the first time, and then tried to mentally reproduce it either in the imagination or on paper by aid of a pencil, and then repeated the process every day for a week, acquiring fresh details each day. In the latter case the second day’s inspection would only include the points that had not been intensely impressed by the first day’s view, and the new points closely observed would be added to the first day’s impressions when both were reviewed or revived. “An unheard lesson is soon forgotten.”
PRINCIPLE VI. When practicing, revive the previous impression of the subject or object, rather than attempt to receive a new impression.
This principle closely resembles the preceding one, and teaches that we should rely upon our memory as much as possible, instead of flying back to the subject or object as a whole, as soon as we find that we cannot easily recall any detail. Use the memory and thus strengthen it, instead of using it only when made necessary by the absence of the object itself. To do otherwise would be like keeping a copy of the multiplication tables handy to refer to whenever we had to multiply two figures, because that would be easier than taking the trouble to exercise our memory. If we depend upon the receiving of a new impression instead of the revival of the old one, we will never really learn anything, and will be constantly compelled to go back to learn our lesson over again.
PRINCIPLE VII. When a subject or an object is being studied for the first time, and therefore no previous impression has been recorded, it is well to think of a similar impression so as to establish a mental association.
This principle renders somewhat easier the receiving of impressions of a new object, as by connecting the new thing with something already learned, you gain the advantage of the association and the benefit of attaching the new impression to one that is already well fixed in the mind. It is akin to the observing of a new detail of an object and the including of that new detail in the next review, thus gaining the advantage of the previous strong impression and having a peg upon which to hang the new impression. If you meet a man named Thompson, and find it hard to recall the name, you will find it a material help to think of that man as having the same name as another friend of yours whose name is also Thompson, and whose name you never forget. The two men and their names are thus linked together in your memory, and you will find it very easy to remember the new acquaintance’s name after forming the association. And in the study of a new subject, endeavor to connect it with the subject nearest associated to it, which you already know. If you can connect a thing with something similar to it, the mind will make the new thing a part of the old, and will not treat it as a newcomer. The mind seems to be somewhat conservative, and to get along better with a new acquaintance if it thinks it is related to an old friend.
PRINCIPLE VIII. It is well to establish a series of mental associations, so that one impression may revive the next of the series and so on.
When one part of a thing is remembered, the mind very readily recalls other parts of the same thing, and so when we join a number of things together, thus forming a chain, each link being a part of the whole, we will find it comparatively easy to start at any link and run backward or forward over the entire length of the chain. It is well to form the different parts of a subject into sort of a series, arranging the parts in logical order so far as is possible. A new part may afterwards be inserted in its proper place, and recalled just as well as the old portions. The effect of association in recalling objects or subjects is wonderful. It is very much easier for a child to remember the letter H because he knows G, and associates H with it. And we will find that our memory of many subjects is strikingly like that of the child’s memory of the alphabet or multiplication table, so far as association is concerned. If you cannot remember a thing just when you desire to do so, the next best thing is to have a loose end which you can unwind until you get the desired thing. It would bother the average man to call off at random the names of the cross streets in the center of his city, but if he will start at the first one he will be able to run them off in proper order without much trouble. In the same way it is easy for the schoolboy to name the Presidents of the United States, or the Kings of England, commencing with Washington or William the Conqueror, as the case may be. But ask him to “mix them up” and give you the entire list and he will find it a very difficult task. We will find that the things we remember best are connected in our mind with something that came before or just after, or which in some other way bear some orderly relation to the remembered thing. In forming the mental series, follow the rule of the alphabet, or list of Presidents, and fasten the first one in your mind firmly, then add on the next, etc.
PRINCIPLE IX. In the study or investigation of a subject or an object, use as many faculties as possible.
The value of this principle is perceived when we remember that each faculty registers upon the mind a separate impression, and when we use more than one faculty in the study of a thing, we receive as many sets of impressions as we have used faculties. If we are trying to commit a name or a date to memory, it will aid us materially if, in addition to repeating the name or date, we will write it down and study it with the eye, thus receiving the abstract impression of the thing, its sound, and the visual impression. In recalling it we may be helped either by the general remembrance of it, by its sound, or by our recollection of how it looked when written on paper. Many persons giving public recitations say that the position of certain words and paragraphs appear before their mind’s eye, just as they were on the page of the book from which the lines were read. Preachers who prepare their sermons in manuscript and study them over at home, going to the pulpit with only general notes or with no notes at all, tell us that they will see the position of each paragraph, and the first word of same, just before they reach it, looking just at it did in their manuscript. Public speakers experience the same thing.
Many persons find themselves unable to remember a name unless they repeat it aloud once or twice. Many instances of the application of this principle will occur to you as you progress in your work of training the memory.
PRINCIPLE X. You may greatly improve weak faculties by exercises adapted to each.
When you find it difficult to recall impressions previously received from any particular faculty, it is well to begin training and developing that faculty to the end that it may register sharper impressions. Other chapters of this book will suggest many methods and ways of doing this. By developing a number of faculties, you will receive a greater number of intense impressions, and will, consequently, find it much easier to recall the thing wanted, as a greater number of impressions have been made sharply, and can be more easily found when wanted.
PRINCIPLE XI. Difficulty in recalling an impression may be overcome by endeavoring to revive an impression received at the same time, or by trying to recall some associated component.