HOW TO REMEMBER FACES.
The memory of faces is closely connected with the memory of names, and yet the two are not always associated, for there are many people who easily remember faces, and yet forget names, and vice versa. In some ways, however, the memory of faces is a necessary precedent for the recollection of the names of people. For unless we recall the face, we are unable to make the necessary association with the name of the person. We have given a number of instances of face-memory, in our chapter on name-memory, in which are given instances of the wonderful memory of celebrated individuals who acquired a knowledge and memory of the thousands of citizens of a town, or city, or the soldiers of an army. In this chapter, however, we shall pay attention only to the subject of the recollection of the features of persons, irrespective of their names. This faculty is possessed by all persons, but in varying degrees. Those in whom it is well developed seem to recognize the faces of persons whom they have met years before, and to associate them with the circumstances in which they last met them, even where the name escapes the memory. Others seem to forget a face the moment it passes from view, and fail to recognize the same persons whom they met only a few hours before, much to their mortification and chagrin.
Detectives, newspaper reporters, and others who come in contact with many people, usually have this faculty largely developed, for it becomes a necessity of their work, and their interest and attention is rendered active thereby. Public men often have this faculty largely developed by reason of the necessities of their life. It is said that James G. Blaine never forgot the face of anyone whom he had met and conversed with a few moments. This faculty rendered him very popular in political life. In this respect he resembled Henry Clay, who was noted for his memory of faces. It is related of Clay that he once paid a visit of a few hours to a small town in Mississippi, on an electioneering tour. Amidst the throngsurrounding him was an old man, with one eye missing. The old fellow pressed forward crying out that he was sure that Henry Clay would remember him. Clay took a sharp look at him and said: "I met you in Kentucky many years ago, did I not?" "Yes," replied the man. "Did you lose your eye since then?" asked Clay. "Yes, several years after," replied the old man. "Turn your face side-ways, so that I can see your profile," said Clay. The man did so. Then Clay smiled, triumphantly, saying: "I've got you now—weren't you on that jury in the Innes case at Frankfort, that I tried in the United States Court over twenty years ago?" "Yes siree!" said the man, "I knowed that ye know me, 'n I told 'em you would." And the crowd gave a whoop, and Clay knew that he was safe in that town and county.
Vidocq, the celebrated French detective, is said to have never forgotten a face of a criminal whom he had once seen. A celebrated instance of this power on his part is that of the case of Delafranche the forger who escaped from prison and dwelt in foreign lands for over twenty years. After that time he returned to Paris feeling secure from detection, having become bald, losing an eye, and having his nose badly mutilated. Moreover he disguised himself and wore a beard, in order to still further evade detection. One day Vidocq met him on the street, and recognized him at once, his arrest and return to prison following. Instances of this kind could be multiplied indefinitely, but the student will have had a sufficient acquaintance with persons who possess this faculty developed to a large degree, so that further illustration is scarcely necessary.
The way to develop this phase of memory is akin to that urged in the development of other phases—the cultivation of interest, and the bestowal of attention. Faces as a whole are not apt to prove interesting. It is only by analyzing and classifying them that the study begins to grow of interest to us. The study of a good elementary work on physiognomy is recommended to those wishing to develop the faculty of remembering faces, for in such a work the student is led to notice the different kinds of noses, ears, eyes, chins, foreheads, etc., such notice and recognition tending to induce an interest in the subject of features. A rudimentary course of study in drawing faces, particularly in profile, will also tend to make one "take notice" and will awaken interest. If you are required to draw a nose, particularly from memory, you will be apt to give to it your interested attention. The matter of interest is vital. If you were shown a man and told that the next time you met and recognized him he would hand you over $500, you would be very apt to study his face carefully, and to recognize him later on; whereas the same man if introduced casually as a "Mr. Jones," would arouse no interest and the chances of recognition would be slim.
Halleck says: "Every time we enter a street car we see different types of people, and there is a great deal to be noticed about each type. Every human countenance shows its past history to one who knows how to look.... Successful gamblers often become so expert in noticing the slightest change of an opponent's facial expression that they will estimate the strength of his hand by the involuntary signs which appear in the face andwhich are frequently checked the instant they appear."
Of all classes, perhaps artists are more apt to form a clear cut image of the features of persons whom they meet—particularly if they are portrait painters. There are instances of celebrated portrait painters who were able to execute a good portrait after having once carefully studied the face of the sitter, their memory enabling them to visualize the features at will. Some celebrated teachers of drawing have instructed their scholars to take a sharp hasty glance at a nose, an eye, an ear, or chin, and then to so clearly visualize it that they could draw it perfectly. It is all a matter of interest, attention,and practice. Sir Francis Galton cites the instance of a French teacher who trained his pupils so thoroughly in this direction that after a few months' practice they had no difficulty in summoning images at will; in holding them steady; and in drawing them correctly. He says of the faculty of visualization thus used: "A faculty that is of importance in all technical and artistic occupations, that gives accuracy to our perceptions, and justice to our generalizations, is starved by lazy disuse, instead of being cultivated judiciously in such a way as will, on the whole, bring the best return. I believe that a serious study of the best means of developing and utilizing this faculty, without prejudice to the practice of abstract thought in symbols, is one of the many pressing desiderata in the yet unformed science of education."
Fuller relates the method of a celebrated painter, which method has been since taught by many teachers of both drawing and memory. He relates it as follows: "The celebrated painter Leonardo da Vinci invented a most ingenious method for identifying faces, and by it is said to have been able to reproduce from memory any face that he had once carefully scrutinized. He drew all the possible forms of the nose, mouth, chin, eyes, ears and forehead, numbered them 1, 2, 3, 4, etc., and committed them thoroughly to memory; then, whenever he saw a face that he wished to draw or paint from memory, he noted in his mind that it was chin 4, eyes 2, nose 5, ears 6,—or whatever the combinations might be—and by retaining the analysis inhis memory he could reconstruct the face at any time." We could scarcely ask the student to attempt so complicated a system, and yet a modification of it would prove useful. That is, if you would begin to form a classification of several kind of noses, say about seven, the well-known Roman, Jewish, Grecian, giving you the general classes, in connection with straight, crooked, pug and all the other varieties, you would soon recognize noses when you saw them. And the same with mouths, a few classes being found to cover the majority of cases. But of all the features, the eye is the most expressive, and the one most easily remembered, when clearly noticed. Detectives rely much uponthe expression of the eye. If you ever fully catch theexpressionof a person's eye, you will be very apt to recognize it thereafter. Therefore concentrate on eyes in studying faces.
A good plan in developing this faculty is to visualize the faces of persons you have met during the day, in the evening. Try to develop the faculty of visualizing the features of those whom you know—this will start you off right. Draw them in your mind—seethem with your mind's eye, until you can visualize the features of very old friends; then do the same with acquaintances, and so on, until you are able to visualize the features of every one you "know." Then start on to add to your list by recalling in the imagination, the features of strangers whom you meet. By a little practice of this kind you will develop a great interest in faces and your memory of them, and the power to recall them will increase rapidly. The secret is to study faces—to be interested in them. In this way you add zest to the task, and make a pleasure of a drudgery. The study of photographs is also a great aid in this work—but study them in detail, not as a whole. If you can arouse sufficient interest in features and faces, you will have no trouble in remembering and recalling them. The two things go together.
HOW TO REMEMBER PLACES.
There is a great difference in the various degrees of development of "the sense of locality" in different persons. But these differences may be traced directly to the degree of memory of that particular phase or faculty of the mind, which in turn depends upon the degree of attention, interest, and use which has been bestowed upon the faculty in question. The authorities on phrenology define the faculty of "locality" as follows: "Cognizance of place; recollection of the looks of places, roads, scenery, and the location of objects; where on a page ideas are to be found, and position generally; the geographical faculty; the desire to see places, and have the ability to find them." Persons in whom this faculty is developed to the highest degree seem to have an almost intuitive idea of direction, place and position. They never get lost or "mixed up" regarding direction orplace. They remember the places they visit and their relation in space to each other. Their minds are like maps upon which are engraved the various roads, streets and objects of sight in every direction. When these people think of China, Labrador, Terra del Fuego, Norway, Cape of Good Hope, Thibet, or any other place, they seem to think of it in "thisdirection orthatdirection" rather than as a vague place situated in a vague direction. Their minds think "north, south, east or west" as the case may be when they consider a given place. Shading down by degrees we find people at the other pole of the faculty who seem to find it impossible to remember any direction, or locality or relation in space. Such people are constantly losing themselves in their own towns, and fear to trust themselves in a strange place. They have no sense of direction, or place, and fail to recognize a street or scene which they have visited recently, not to speak of those which they traveled over in time past. Between these two poles or degrees there is a vast difference, and it is difficult to realize that it is all a matter of use, interest and attention. That it isbut this may be proven by anyone who will take the trouble and pains to develop the faculty and memory of locality within his mind. Many have done this, and anyone else may do likewise if the proper methods be employed.
The secret of the development of the faculty and memory of place and locality is akin to that mentioned in the preceding chapter, in connection with the development of the memory for names. The first thing necessary is to develop aninterestin the subject. One should begin to "take notice" of the direction of the streets or roads over which he travels; the landmarks; the turns of the road; the natural objects along the way. He should study maps, until he awakens a new interest in them, just as did the man who used the directory in order to take an interest in names. He should procure a small geography and study direction, distances, location, shape and form of countries, etc., not as a mere mechanical thing but as a live subject of interest. If there were a large sum of money awaiting your coming in certain sections of the globe, you would manifest a decided interest in thedirection, locality and position of those places, and the best way to reach them. Before long you would be a veritable reference book regarding those special places. Or, if your sweetheart were waiting for you in some such place, you would do likewise. The whole thing lies in the degree of "want to" regarding the matter. Desire awakens interest; interest employs attention; and attention brings use, development and memory. Therefore you must firstwant todevelop the faculty of Locality—and want to "hard enough." The rest is a mere matter of detail.
One of the first things to do, after arousing an interest, is to carefully note the landmarks and relative positions of the streets or roads over which you travel. So many people travel along a new street or road in an absent-minded manner, taking no notice of the lay of the land as they proceed. This is fatal to place-memory. You must take notice of the thoroughfares and the things along the way. Pause at the cross roads, or the street-corners and note the landmarks, and the general directions and relative positions, until they are firmly imprinted on your mind. Begin tosee how many things you can remember regarding even a little exercise walk. And when you have returned home, go over the trip in your mind, and see how much of the direction and how many of the landmarks you are able to remember. Take out your pencil, and endeavor tomake a mapof your route, giving the general directions, and noting the street names, and principal objects of interest. Fix the idea of "North" in your mind when starting, and keep your bearings by it during your whole trip, and in your map making. You will be surprised how much interest you will soon develop in this map-making. It will get to be quite a game, and you will experience pleasure in your increasing proficiency in it. When you go out for a walk, go in a round-about way, taking as many turns and twists as possible, in order to exercise your faculty of locality and direction—but always note carefully direction and general course, so that you may reproduce it correctly on your map when you return. If you have a city map, compare it with your own little map, and also re-trace your route, in imagination, on the map. With a city map,or road-map, you may get lots of amusement by re-traveling the route of your little journeys.
Always note the names of the various streets over which you travel, as well as those which you cross during your walk. Note them down upon your map, and you will find that you will develop a rapidly improving memory in this direction—because you have awakened interest and bestowed attention. Take a pride in your map making. If you have a companion, endeavor to beat each other at this game—both traveling over the same route together, and then seeing which one can remember the greatest number of details of the journey.
Akin to this, and supplementary to it, is the plan of selecting a route to be traveled, on your city map, endeavoring to fix in your mind the general directions, names of streets, turns, return journey, etc., before you start. Begin by mapping out a short trip in this way, and then increase it every day. After mapping out a trip, lay aside your map and travel it in person. If you like, take along the map and puzzle outvariations, from time to time. Get the map habit in every possible variation and form, but do not depend upon the map exclusively; but instead, endeavor to correlate the printed map with the mental map that you are building in your brain.
If you are about to take a journey to a strange place, study your maps carefully before you go, and exercise your memory in reproducing them with a pencil. Then as you travel along, compare places with your map, and you will find that you will take an entirely new interest in the trip—it will begin by meaning something to you. If about to visit a strange city, procure a map of it before starting, and begin by noting the cardinal points of the compass, study the map—the directions of the principal streets and the relative positions of the principal points of interest, buildings, etc. In this way you not only develop your memory of places, and render yourself proof against being lost, but you also provide a source of new and great interest in your visit.
The above suggestions are capable of the greatest expansion and variation on the partof anyone who practices them. The whole thing depends upon the "taking notice" and using the attention, and those things in turn depend upon the taking of interest in the subject. If anyone will "wake up and take interest" in the subject of locality and direction he may develop himself along the lines of place-memory to an almost incredible degree, in a comparatively short time at that. There is no other phase of memory that so quickly responds to use and exercise as this one. We have in mind a lady who was notoriously deficient in the memory of place, and was sure to lose herself a few blocks from her stopping place, wherever she might be. She seemed absolutely devoid of the sense of direction or locality and often lost herself in the hotel corridors, notwithstanding the fact that she traveled all over the world, with her husband, for years. The trouble undoubtedly arose from the fact that she depended altogether upon her husband as a pilot, the couple being inseparable. Well, the husband died, and the lady lost her pilot. Instead of giving up in despair, she began to rise to the occasion—having no pilot, she had to pilot herself. Andshe was forced to "wake up and take notice." She was compelled to travel for a couple of years, in order to close up certain business matters of her husband's—for she was a good business woman in spite of her lack of development along this one line—and in order to get around safely, she was forced to take an interest in where she was going. Before the two years' travels were over, she was as good a traveler as her husband had ever been, and was frequently called upon as a guide by others in whose company she chanced to be. She explained it by saying "Why, I don't know just how I did it—I justhad to, that's all—I justdidit." Another example of a woman's "because," you see. What this good lady "just did," was accomplished by an instinctive following of the plan which we have suggested to you. She "justhadto" use maps and to "take notice." That is the whole story.
So true are the principles underlying this method of developing the place-memory, that one deficient in it, providing he will arouse intense interest and will stick to it, may develop the faculty to such an extent that hemay almost rival the cat which "always came back," or the dog which "you couldn't lose." The Indians, Arabs, Gypsies and other people of the plain, forest, desert, and mountains, have this faculty so highly developed that it seems almost like an extra sense. It is all this matter of "taking notice" sharpened by continuous need, use and exercise, to a high degree. The mind will respond to the need if the person like the lady, "justhas to." The laws of Attention and Association will work wonders when actively called into play by Interest or need, followed by exercise and use. There is no magic in the process—just "want to" and "keep at it," that's all. Do you want to hard enough—have you the determination to keep at it?
HOW TO REMEMBER NUMBERS.
The faculty of Number—that is the faculty of knowing, recognizing and remembering figures in the abstract and in their relation to each other, differs very materially among different individuals. To some, figures and numbers are apprehended and remembered with ease, while to others they possess no interest, attraction or affinity, and consequently are not apt to be remembered. It is generally admitted by the best authorities that the memorizing of dates, figures, numbers, etc., is the most difficult of any of the phases of memory. But all agree that the faculty may be developed by practice and interest. There have been instances of persons having this faculty of the mind developed to a degree almost incredible; and other instances of persons having started with an aversion to figures and then developing an interest whichresulted in their acquiring a remarkable degree of proficiency along these lines.
Many of the celebrated mathematicians and astronomers developed wonderful memories for figures. Herschel is said to have been able to remember all the details of intricate calculations in his astronomical computations, even to the figures of the fractions. It is said that he was able to perform the most intricate calculations mentally, without the use of pen or pencil, and then dictated to his assistant the entire details of the process, including the final results. Tycho Brahe, the astronomer, also possessed a similar memory. It is said that he rebelled at being compelled to refer to the printed tables of square roots and cube roots, and set to work to memorize the entire set of tables, which almost incredible task he accomplished in a half day—this required the memorizing of over 75,000 figures, and their relations to each other. Euler the mathematician became blind in his old age, and being unable to refer to his tables, memorized them. It is said that he was able to repeat from recollection the first six powers of all the numbers from one to one hundred.
Wallis the mathematician was a prodigy in this respect. He is reported to have been able to mentally extract the square root of a number to forty decimal places, and on one occasion mentally extracted the cube root of a number consisting of thirty figures. Dase is said to have mentally multiplied two numbers of one hundred figures each. A youth named Mangiamele was able to perform the most remarkable feats in mental arithmetic. The reports show that upon a celebrated test before members of the French Academy of Sciences he was able to extract the cube root of 3,796,416 in thirty seconds; and the tenth root of 282,475,289 in three minutes. He also immediately solved the following question put to him by Arago: "What number has the following proportion: That if five times the number be subtracted from the cube plus five times the square of the number, and nine times the square of the number be subtracted from that result, the remainder will be 0?" The answer, "5" was given immediately, without putting down a figure on paper or board. It is related that a cashier of a Chicago bank was able to mentally restore theaccounts of the bank, which had been destroyed in the great fire in that city, and his account which was accepted by the bank and the depositors, was found to agree perfectly with the other memoranda in the case, the work performed by him being solely the work of his memory.
Bidder was able to tell instantly the number of farthings in the sum of £868, 42s, 121d. Buxton mentally calculated the number of cubical eighths of an inch there were in a quadrangular mass 23,145,789 yards long, 2,642,732 yards wide and 54,965 yards in thickness. He also figured out mentally, the dimensions of an irregular estate of about a thousand acres, giving the contents in acres and perches, then reducing them to square inches, and then reducing them to square hair-breadths, estimating 2,304 to the square inch, 48 to each side. The mathematical prodigy, Zerah Colburn, was perhaps the most remarkable of any of these remarkable people. When a mere child, he began to develop the most amazing qualities of mind regarding figures. He was able to instantly make the mental calculation of the exact number of secondsor minutes there was in a given time. On one occasion he calculated the number of minutes and seconds contained in forty-eight years, the answer: "25,228,800 minutes, and 1,513,728,000 seconds," being given almost instantaneously. He could instantly multiply any number of one to three figures, by another number consisting of the same number of figures; the factors of any number consisting of six or seven figures; the square, and cube roots, and the prime numbers of any numbers given him. He mentally raised the number 8, progressively, to its sixteenth power, the result being 281,474,976,710,656; and gave the square root of 106,929, which was 5. He mentally extracted the cube root of 268,336,125; and the squares of 244,999,755 and 1,224,998,755. In five seconds he calculated the cube root of 413,993,348,677. He found the factors of 4,294,967,297, which had previously been considered to be a prime number. He mentally calculated the square of 999,999, which is 999,998,000,001 and then multiplied that number by 49, and the product by the same number, and the whole by 25—the latter as extra measure.
The great difficulty in remembering numbers, to the majority of persons, is the fact that numbers "do not mean anything to them"—that is, that numbers are thought of only in their abstract phase and nature, and are consequently far more difficult to remember than are impressions received from the senses of sight or sound. The remedy, however, becomes apparent when we recognize the source of the difficulty. The remedy is:Make the number the subject of sound and sight impressions.Attach the abstract idea of the numbers to the sense of impressions of sight or sound, or both, according to which are the best developed in your particular case. It may be difficult for you to remember "1848" as an abstract thing, but comparatively easy for you to remember thesoundof "eighteen forty-eight," or theshape and appearanceof "1848." If you will repeat a number to yourself, so that you grasp the sound impression of it, or else visualize it so that you can remember havingseenit—then you will be far more apt to remember it than if you merely think of it without reference to sound or form. You may forget that thenumber of a certain store or house is 3948, but you may easily remember the sound of the spoken words "thirty-nine forty-eight," or the form of "3948" as it appeared to your sight on the door of the place. In the latter case, you associate the number with the door and when you visualize the door you visualize the number.
Kay, speaking of visualization, or the reproduction of mental images of things to be remembered, says: "Those who have been distinguished for their power to carry out long and intricate processes of mental calculation owe it to the same cause." Taine says: "Children accustomed to calculate in their heads write mentally with chalk on an imaginary board the figures in question, then all their partial operations, then the final sum, so that they see internally the different lines of white figures with which they are concerned. Young Colburn, who had never been at school and did not know how to read or write, said that, when making his calculations 'he saw them clearly before him.' Another said that he 'saw the numbers he was working with as if they had been written on a slate.'" Biddersaid: "If I perform a sum mentally, it always proceeds in a visible form in my mind; indeed, I can conceive of no other way possible of doing mental arithmetic."
We have known office boys who could never remember the number of an address until it were distinctly repeated to them several times—then they memorized thesoundand never forget it. Others forget the sounds, or failed to register them in the mind, but after once seeing the number on the door of an office or store, could repeat it at a moments notice, saying that they mentally "could see the figures on the door." You will find by a little questioning that the majority of people remember figures or numbers in this way, and that very few can remember them as abstract things. For that matter it is difficult for the majority of persons to even think of a number, abstractly. Try it yourself, and ascertain whether you do not remember the number as either asound of words, or else as the mental image or visualization of theform of the figures. And, by the way, which ever it happens to be, sight or sound, that particular kind of remembrance isyourbest way ofremembering numbers, and consequently gives you the lines upon which you should proceed to develop this phase of memory.
The law of Association may be used advantageously in memorizing numbers; for instance we know of a person who remembered the number 186,000 (the number of miles per second traveled by light-waves in the ether) by associating it with the number of his father's former place of business, "186." Another remembered his telephone number "1876" by recalling the date of the Declaration of Independence. Another, the number of States in the Union, by associating it with the last two figures of the number of his place of business. But by far the better way to memorize dates, special numbers connected with events, etc., is to visualize the picture of the event with the picture of the date or number, thus combining the two things into a mental picture, the association of which will be preserved when the picture is recalled. Verse of doggerel, such as "In fourteen hundred and ninety-two, Columbus sailed the ocean blue;" or "In eighteen hundred and sixty-one, our country's Civil war begun,"etc., have their places and uses. But it is far better to cultivate the "sight or sound" of a number, than to depend upon cumbersome associative methods based on artificial links and pegs.
Finally, as we have said in the preceding chapters, before one can develop a good memory of a subject, he must first cultivate an interest in that subject. Therefore, if you will keep your interest in figures alive by working out a few problems in mathematics, once in a while, you will find that figures will begin to have a new interest for you. A little elementary arithmetic, used with interest, will do more to start you on the road to "How to Remember Numbers" than a dozen text books on the subject. In memory, the three rules are: "Interest, Attention and Exercise"—and the last is the most important, for without it the others fail. You will be surprised to see how many interesting things there are in figures, as you proceed. The task of going over the elementary arithmetic will not be nearly so "dry" as when you were a child. You will uncover all sorts of "queer" things in relation to numbers. Just as a "sample" let us call your attention to a few:
Take the figure "1" and place behind it a number of "naughts," thus: 1,000,000,000,000,—as many "naughts" or ciphers as you wish. Then divide the number by the figure "7." You will find that the result is always this "142,857" then another "142,857," and so on to infinity, if you wish to carry the calculation that far. These six figures will be repeated over and over again. Then multiply this "142,857" by the figure "7," and your product will beall nines. Then take any number, and set it down, placing beneath it a reversal of itself and subtract the latter from the former, thus:
117,761,90990,916,77126,845,138
and you will find that the result will always reduce to nine, and is always a multiple of 9. Take any number composed of two or more figures, and subtract from it the added sum of its separate figures, and the result is always a multiple of 9, thus:
1841+ 8 + 4= 13171 ÷ 9 = 19
We mention these familiar examples merely to remind you that there is much more of interest in mere figures than many would suppose. If you can arouse your interest in them, then you will be well started on the road to the memorizing of numbers. Let figures and numbers "mean something" to you, and the rest will be merely a matter of detail.
HOW TO REMEMBER MUSIC.
Like all of the other faculties of the mind, that of music or tune is manifested in varying degrees by different individuals. To some music seems to be almost instinctively grasped, while to others it is acquired only by great effort and much labor. To some harmony is natural, and inharmony a matter of repulsion, while others fail to recognize the difference between the two except in extreme cases. Some seem to be the very soul of music, while others have no conception of what the soul of music may be. Then there is manifested the different phases of the knowledge of music. Some play correctly by ear, but are clumsy and inefficient when it comes to playing by note. Others play very correctly in a mechanical manner, but fail to retain the memory of music which they have heard. It is indeed a good musician who combines within himself, or herself, both ofthe two last mentioned faculties—the ear perception of music and the ability to execute correctly from notes.
There are many cases of record in which extraordinary powers of memory of music have been manifested. Fuller relates the following instances of this particular phase of memory: Carolan, the greatest of Irish bards, once met a noted musician and challenged him to a test of their respective musical abilities. Thedefiwas accepted and Carolan's rival played on his violin one of Vivaldi's most difficult concertos. On the conclusion of the performance, Carolan, who had never heard the piece before, took his harp and played the concerto through from beginning to end without making a single error. His rival thereupon yielded the palm, thoroughly satisfied of Carolan's superiority, as well he might be. Beethoven could retain in his memory any musical composition, however complex, that he had listened to, and could reproduce most of it. He could play from memory every one of the compositions in Bach's 'Well Tempered Clavichord,' there being forty-eight preludes and the same number of fugueswhich in intricacy of movement and difficulty of execution are almost unexampled, as each of these compositions is written in the most abstruse style of counterpoint.
"Mozart, at four years of age, could remember note for note, elaborate solos in concertos which he had heard; he could learn a minuet in half an hour, and even composed short pieces at that early age. At six he was able to compose without the aid of an instrument, and continued to advance rapidly in musical memory and knowledge. When fourteen years old he went to Rome in Holy Week. At the Sistine Chapel was performed each day, Allegri's 'Miserere,' the score of which Mozart wished to obtain, but he learned that no copies were allowed to be made. He listened attentively to the performance, at the conclusion of which he wrote the whole score from memory without an error. Another time, Mozart was engaged to contribute an original composition to be performed by a noted violinist and himself at Vienna before the Emperor Joseph. On arriving at the appointed place Mozart discovered that he had forgotten to bring his part. Nothingdismayed, he placed a blank sheet of paper before him, and played his part through from memory without a mistake. When the opera of 'Don Giovanni' was first performed there was no time to copy the score for the harpsichord, but Mozart was equal to the occasion; he conducted the entire opera and played the harpsichord accompaniment to the songs and choruses without a note before him. There are many well-attested instances of Mendelssohn's remarkable musical memory. He once gave a grand concert in London, at which his Overture to 'Midsummer Night's Dream' was produced. There was only one copy of the full score, which was taken charge of by the organist of St. Paul's Cathedral, who unfortunately left it in a hackney coach—whereupon Mendelssohn wrote out another score from memory, without an error. At another time, when about to direct a public performance of Bach's 'Passion Music,' he found on mounting the conductor's platform that instead of the score of the work to be performed, that of another composition had been brought by mistake. Without hesitation Mendelssohn successfully conducted this complicated work from memory, automatically turning over leaf after leaf of the score before him as the performance progressed, so that no feeling of uneasiness might enter the minds of the orchestra and singers. Gottschalk, it is said, could play from memory several thousand compositions, including many of the works of Bach. The noted conductor, Vianesi, rarely has the score before him in conducting an opera, knowing every note of many operas from memory."
It will be seen that two phases of memory must enter into the "memory of music"—the memory of tune and the memory of the notes. The memory of tune of course falls into the class of ear-impressions, and what has been said regarding them is also applicable to this case. The memory of notes falls into the classification of eye-impressions, and the rules of this class of memory applies in this case. As to the cultivation of the memory of tune, the principle advice to be given is that the student take an active interest in all that pertains to the sound of music, and also takes every opportunity for listening to good music, and endeavoring to reproduce itin the imagination or memory. Endeavor to enter into the spirit of the music until it becomes a part of yourself. Rest not content with merely hearing it, but lend yourself to afeelingof its meaning. The more the music "means to you," the more easily will you remember it. The plan followed by many students, particularly those of vocal music, is to have a few bars of a piece played over to them several times, until they are able to hum it correctly; then a few more are added; and then a few more and so on. Each addition must be reviewed in connection with that which was learned before, so that the chain of association may be kept unbroken. The principle is the same as the child learning his A-B-C—he remembers "B" because it follows "A." By this constant addition of "just a little bit more," accompanied by frequent reviews, long and difficult pieces may be memorized.
The memory of notes may be developed by the method above named—the method of learning a few bars well, and then adding a few more, and frequently reviewing as far as you have learned, forging the links of association as you go along, by frequent practice. The method being entirely that of eye-impression and subject to its rules, you must observe the idea of visualization—that is learning each bar until you canseeit "in your mind's eye" as you proceed. But in this, as in many other eye-impressions, you will find that you will be greatly aided by your memory of thesoundof the notes, in addition to their appearance. Try to associate the two as much as possible, so that when youseea note, you willhearthe sound of it, and when youheara note sounded, you willseeit as it appears on the score. This combining of the impressions of both sight and sound will give you the benefit of the double sense impression, which results in doubling your memory efficiency. In addition to visualizing the notes themselves, the student should add the appearance of the various symbols denoting the key, the time, the movement, expression, etc., so that he may hum the air from the visualized notes, with expression and with correct interpretation. Changes of key, time or movement should be carefully noted in the memorization of the notes. And above everything else, memorize thefeelingof that particular portion of the score, that you may not only see and hear, but alsofeelthat which you are recalling.
We would advise the student to practice memorizing simple songs at first, for various reasons. One of these reasons is that these songs lend themselves readily to memorizing, and the chain of easy association is usually maintained throughout.
In this phase of memory, as in all others, we add the advice to: Take interest; bestow Attention; and Practice and Exercise as often as possible. You may have tired of these words—but they constitute the main principles of the development of a retentive memory. Things must be impressed upon the memory, before they may be recalled. This should be remembered in every consideration of the subject.
HOW TO REMEMBER OCCURRENCES.
The phase of memory which manifests in the recording of and recollection of the occurrences and details of one's every-day life is far more important than would appear at first thought. The average person is under the impression that he remembers very well the occurrences of his every-day business, professional or social life, and is apt to be surprised to have it suggested to him that he really remembers but very little of what happens to him during his waking hours. In order to prove how very little of this kind is really remembered, let each student lay down this book, at this place, and then quieting his mind let him endeavor to recall the incidents of the same day of the preceding week. He will be surprised to see how very little of what happened on that day he is really capable of recollecting. Then let him try the same experiment with the occurrences of yesterday—this result will also excite surprise. It is true that if he is reminded of some particular occurrence, he will recall it, more or less distinctly, but beyond that he will remember nothing. Let him imagine himself called upon to testify in court, regarding the happenings of the previous day, or the day of the week before, and he will realize his position.
The reason for his failure to easily remember the events referred to is to be found in the fact that he made no effort at the time to impress these happenings upon his subconscious mentality. He allowed them to pass from his attention like the proverbial "water from the duck's back." He did not wish to be bothered with the recollection of trifles, and in endeavoring to escape from them, he made the mistake of failing to store them away. There is a vast difference between dwelling on the past, and storing away past records for possible future reference. To allow the records of each day to be destroyed is like tearing up the important business papers in an office in order to avoid giving them a little space in the files.
It is not advisable to expend much mental effort in fastening each important detail of the day upon the mind, as it occurs; but there is an easier way that will accomplish the purpose, if one will but take a little trouble in that direction. We refer to the practice ofreviewingthe occurrences of each day, after the active work of the day is over. If you will give to the occurrences of each day a mental review in the evening, you will find that the act of reviewing will employ the attention to such an extent as to register the happenings in such a manner that they will be available if ever needed thereafter. It is akin to the filing of the business papers of the day, for possible future reference. Besides this advantage, these reviews will serve you well as a reminder of many little things of immediate importance which have escaped your recollection by reason of something that followed them in the field of attention.
You will find that a little practice will enable you to review the events of the day, in a very short space of time, with a surprising degree of accuracy of detail. It seems that the mind will readily respond to this demandupon it. The process appears to be akin to a mental digestion, or rather a mental rumination, similar to that of the cow when it "chews the cud" that it has previously gathered. The thing is largely a "knack" easily acquired by a little practice. It will pay you for the little trouble and time that you expend upon it. As we have said, not only do you gain the advantage of storing away these records of the day for future use, but you also have your attention called to many important details that have escaped you, and you will find that many ideas of importance will come to you in your moments of leisure "rumination." Let this work be done in the evening, when you feel at ease—but do not do it after you retire. The bed is made for sleep, not for thinking. You will find that the subconsciousness will awaken to the fact that it will be called upon later for the records of the day, and will, accordingly, "take notice" of what happens, in a far more diligent and faithful manner. The subconsciousness responds to a call made upon it in an astonishing manner, when it once understands just what is required of it. You will see thatmuch of the virtue of the plan recommended consists in the fact that in the review there is an employment of the attention in a manner impossible during the haste and rush of the day's work. The faint impressions are brought out for examination, and the attention of the examination and review greatly deepen the impression in each case, so that it may be reproduced thereafter. In a sentence: it isthe deepening of the faint impressions of the day.
Thurlow Weed, a well-known politician of the last century, testifies to the efficacy of the above mentioned method, in his "Memoirs." His plan was slightly different from that mentioned by us, but you will at once see that it involves the same principles—the same psychology. Mr. Weed says: "Some of my friends used to think that I was 'cut out' for a politician, but I saw at once a fatal weakness. My memory was a sieve. I could remember nothing. Dates, names, appointments, faces—everything escaped me. I said to my wife, 'Catherine, I shall never make a successful politician, for I cannot remember, and that is a prime necessity of politicians.A politician who sees a man once should remember him forever.' My wife told me that I must train my memory. So when I came home that night I sat down alone and spent fifteen minutes trying silently to recall with accuracy the principal events of the day. I could remember but little at first—now I remember that I could not then recall what I had for breakfast. After a few days' practice I found I could recall more. Events came back to me more minutely, more accurately, and more vividly than at first. After a fortnight or so of this, Catherine said 'why don't you relate to me the events of the day instead of recalling them to yourself? It would be interesting and my interest in it would be a stimulus to you.' Having great respect for my wife's opinion, I began a habit of oral confession, as it were, which was continued for almost fifty years. Every night, the last thing before retiring, I told her everything I could remember that had happened to me, or about me, during the day. I generally recalled the very dishes I had for breakfast, dinner and tea; the people I had seen, and what they had said; the editorialsI had written for my paper, giving her a brief abstract of them; I mentioned all the letters I had seen and received, and the very language used, as nearly as possible; when I had walked or ridden—I told her everything that had come within my observation. I found that I could say my lessons better and better every year, and instead of the practice growing irksome, it became a pleasure to go over again the events of the day. I am indebted to this discipline for a memory of unusual tenacity, and I recommend the practice to all who wish to store up facts, or expect to have much to do with influencing men."
The careful student, after reading these words of Thurlow Weed, will see that in them he has not only given a method of recalling the particular class of occurrences mentioned in this lesson, but has also pointed out a way whereby the entire field of memory may be trained and developed. The habit of reviewing and "telling" the things that one perceives, does and thinks during the day, naturally sharpens the powers of future observation, attention and perception. If you are witnessing a thing which you know thatyou will be called upon to describe to another person, you will instinctively apply your attention to it. The knowledge that you will be called upon for a description of a thing will give the zest of interest or necessity to it, which may be lacking otherwise. If you will "sense" things with the knowledge that you will be called upon to tell of them later on, you will give the interest and attention that go to make sharp, clear and deep impressions on the memory. In this case the seeing and hearing has "a meaning" to you, and a purpose. In addition to this, the work of review establishes a desirable habit of mind. If you don't care to relate the occurrences to another person—learn to tell them to yourself in the evening. Play the part yourself. There is a valuable secret of memory imbedded in this chapter—if you are wise enough to apply it.
HOW TO REMEMBER FACTS.
In speaking of this phase of memory we use the word "fact" in the sense of "an ascertained item of knowledge," rather than in the sense of "a happening," etc. In this sense the Memory of Facts is the ability to store away and recollect items of knowledge bearing upon some particular thing under consideration. If we are considering the subject of "Horse," the "facts" that we wish to remember are the various items of information and knowledge regarding the horse, that we have acquired during our experience—facts that we have seen, heard or read, regarding the animal in question and to that which concerns it. We are continually acquiring items of information regarding all kinds of subjects, and yet when we wish to collect them we often find the task rather difficult, even though the original impressions were quite clear. The difficulty is largely dueto the fact that the various facts are associated in our minds only by contiguity in time or place, or both, the associations of relation being lacking. In other words we have not properly classified and indexed our bits of information, and do not know where to begin to search for them. It is like the confusion of the business man who kept all of his papers in a barrel, without index, or order. He knew that "they are allthere" but he had hard work to find any one of them when it was required. Or, we are like the compositor whose type has become "pied," and then thrown into a big box—when he attempts to set up a book page, he will find it very difficult, if not impossible—whereas, if each letter were in its proper "box," he would set up the page in a short time.
This matter of association by relation is one of the most important things in the whole subject of thought, and the degree of correct and efficient thinking depends materially upon it. It does not suffice us to merely "know" a thing—we must know where to find it when we want it. As old Judge Sharswood, of Pennsylvania, once said: "Itis not so much to know the law, as to knowwhere to find it." Kay says: "Over the associations formed by contiguity in time or space we have but little control. They are in a manner accidental, depending upon the order in which the objects present themselves to the mind. On the other hand, association by similarity is largely put in our own power; for we, in a measure, select those objects that are to be associated, and bring them together in the mind. We must be careful, however, only to associate together such things as we wish to be associated together and to recall each other; and the associations we form should be based on fundamental and essential, and not upon mere superficial or casual resemblances. When things are associated by their accidental, and not by their essential qualities,—by their superficial, and not by their fundamental relations, they will not be available when wanted, and will be of little real use. When we associate what is new with what most nearly resembles it in the mind already, we give it its proper place in our fabric of thought. By means of association by similarity, we tie up our ideas, as itwere, in separate bundles, and it is of the utmost importance that all the ideas that most nearly resemble each other be in one bundle."
The best way to acquire correct associations, and many of them, for a separate fact that you wish to store away so that it may be recollected when needed—some useful bit of information or interesting bit of knowledge, that "may come in handy" later on—is toanalyzeit and its relations. This may be done by asking yourself questions about it—each thing that you associate it with in your answers being just one additional "cross-index" whereby you may find it readily when you want it. As Kay says: "The principle of asking questions and obtaining answers to them, may be said to characterize all intellectual effort." This is the method by which Socrates and Plato drew out the knowledge of their pupils, filling in the gaps and attaching new facts to those already known. When you wish to so consider a fact, ask yourself the following questions about it:
If you will take the trouble to put any "fact" through the above rigid examination, you will not only attach it to hundreds of convenient and familiar other facts, so that you will remember it readily upon occasion, but you will also create a new subject of general information in your mind of which this particular fact will be the central thought. Similar systems of analysis have been published and sold by various teachers, at high prices—and many men have considered that the results justified the expenditure. So do not pass it by lightly.
The more other facts that you manage to associate with any one fact, the more pegs will you have to hang your facts upon—the more "loose ends" will you have whereby to pull that fact into the field of consciousness—the more cross indexes will you have whereby you may "run down" the fact when you need it. The more associations you attach to a fact, the more "meaning" does that fact have for you, and the more interest will be created regarding it in your mind. Moreover, by so doing, you make very probable the "automatic" or involuntary recollection of that fact when you are thinking of some of its associated subjects; that is, it will come into your mind naturally in connection with something else—in a "that reminds me" fashion. And the oftener that you are involuntarily "reminded" of it, the clearer and deeper does its impression become on therecords of your memory. The oftener you use a fact, the easier does it become to recall it when needed. The favorite pen of a man is always at his hand in a remembered position, while the less used eraser or similar thing has to be searched for, often without success. And the more associations that you bestow upon a fact, the oftener is it likely to be used.
Another point to be remembered is that the future association of a fact depends very much upon your system of filing away facts. If you will think of this when endeavoring to store away a fact for future reference, you will be very apt to find the best mental pigeon-hole for it. File it away withthe thing it most resembles, or to which it has the most familiar relationship. The child does this, involuntarily—it is nature's own way. For instance, the child sees a zebra, it files away that animal as "a donkey with stripes;" a giraffe as a "long-necked horse;" a camel as a "horse with long, crooked legs, long neck and humps on its back." The child always attaches its new knowledge or fact on to some familiar fact or bit of knowledge—sometimes the result is startling, but the child remembers by means of it nevertheless. The grown up children will do well to build similar connecting links of memory. Attach the new thing to some old familiar thing. It is easy when you once have the knack of it. The table of questions given a little farther back will bring to mind many connecting links. Use them.
If you need any proof of the importance of association by relation, and of the laws governing its action, you have but to recall the ordinary "train of thought" or "chain of images" in the mind, of which we become conscious when we are day-dreaming or indulging in reverie, or even in general thought regarding any subject. You will see that every mental image or idea, or recollection is associated with and connected to the preceding thought and the one following it. It is a chain that is endless, until something breaks into the subject from outside. A fact flashes into your mind, apparently from space and without any reference to anything else. In such cases you will find that it occurs either because you had previously set your subconscious mentality at work upon some problem, or bit of recollection, and the flash was the belated and delayed result; or else that the fact came into your mind because of its association with some other fact, which in turn came from a precedent one, and so on. You hear a distant railroad whistle and you think of a train; then of a journey; then of some distant place; then of some one in that place; then of some event in the life of that person; then of a similar event in the life of another person; then of that other person; then of his or her brother; then of that brother's last business venture; then of that business; then of some other business resembling it; then of some people in that other business; then of their dealings with a man you know; then of the fact that another man of a similar name to the last man owes you some money; then of your determination to get that money; then you make a memorandum to place the claim in the hands of a lawyer to see whether it cannot be collected now, although the man was "execution proof" last year—from distant locomotive whistle to the possible collection of the account. And yet, the links forgotten, the man will say that he"just happened to think of" the debtor, or that "it somehow flashed right into my mind," etc. But it was nothing but the law of association—that's all. Moreover, you will now find that whenever you hear mentioned the term "association of mental ideas," etc., you will remember the above illustration or part of it. We have forged a new link in the chain of association for you, and years from now it will appear in your thoughts.
HOW TO REMEMBER WORDS, ETC.
In a preceding chapter we gave a number of instances of persons who had highly developed their memory of words, sentences, etc. History is full of instances of this kind. The moderns fall far behind the ancients in this respect; probably because there does not exist the present necessity for the feats of memory which were once accepted as commonplace and not out of the ordinary. Among ancient people, when printing was unknown and manuscripts scarce and valuable, it was the common custom of the people to learn "by heart" the various sacred teachings of their respective religions. The sacred books of the Hindus were transmitted in this way, and it was a common thing among the Hebrews to be able to recite the books of Moses and the Prophets entirely from memory. Even to this day the faithful Mohammedans are taught to commit the entireKoran to memory. And investigation reveals, always, that there has been used the identical process of committing these sacred books to memory, and recalling them at will—the natural method, instead of an artificial one. And therefore we shall devote this chapter solely to this method whereby poems or prose may be committed to memory and recalled readily.
This natural method of memorizing words, sentences, or verses is no royal road. It is a system which must be mastered by steady work and faithful review. One must start at the beginning and work his way up. But the result of such work will astonish anyone not familiar with it. It is the very same method that the Hindus, Hebrews, Mohammedans, Norsemen, and the rest of the races, memorized their thousands of verses and hundreds of chapters of the sacred books of their people. It is the method of the successful actor, and the popular elocutionist, not to mention those speakers who carefully commit to memory their "impromptu" addresses and "extemporaneous" speeches.
This natural system of memorizing is basedupon the principle which has already been alluded to in this book, and by which every child learns its alphabet and its multiplication table, as well as the little "piece" that it recites for the entertainment of its fond parents and the bored friends of the family. That principle consists of the learning of one line at a time, and reviewing that line; then learning a second line and reviewing that; and then reviewing the two lines together; and so on, each addition being reviewed in connection with those that went before. The child learns the sound of "A;" then it learns "B;" then it associates the sounds of "A, B" in its first review; the "C" is added and the review runs: "A, B, C." And so on until "Z" is reached and the child is able to review the entire list from "A to Z," inclusive. The multiplication table begins with its "twice 1 is 2," then "twice 2 is 4," and so on, a little at a time until the "twos" are finished and the "threes" begun. This process is kept up, by constant addition and constant review, until "12 twelves" finishes up the list, and the child is able to repeat the "tables" from first to last from memory.
But there is more to it, in the case of the child, than merely learning to repeat the alphabet or the multiplication table—there is also the strengthening of the memory as a result of its exercise and use. Memory, like every faculty of the mind, or every muscle of the body, improves and develops by intelligent and reasonable use and exercise. Not only does this exercise and use develop the memory along the particular line of the faculty used, but also alongeveryline and faculty. This is so because the exercise develops the power of concentration, and the use of the voluntary attention.
We suggest that the student who wishes to acquire a good memory for words, sentences, etc., begin at once, selecting some favorite poem for the purpose of the demonstration. Then let him memorize one verse of not over four to six lines to begin with. Let him learn this verse perfectly, line by line, until he is able to repeat it without a mistake. Let him be sure to be "letter perfect" in that verse—so perfect that he will "see" even the capital letters and the punctuation marks when he recites it. Then let him stopfor the day. The next day let him repeat the verse learned the day before, and then let him memorize a second verse in the same way, and just as perfectly. Then let him review the first and second verses together. This addition of the second verse to the first serves to weld the two together by association, and each review of them together serves to add a little bit to the weld, until they become joined in the mind as are "A, B, C." The third day let him learn a third verse, in the same way and then review the three. Continue this for say a month, adding a new verse each day and adding it to the verses preceding it. But constantly review them from beginning to end. He cannot review them too often. He will be able to have them flow along like the letters of the alphabet, from "A" to "Z" if he reviews properly and often enough.
Then, if he can spare the time, let him begin the second month by learningtwo verseseach day, and adding to those that precede them, with constant and faithful reviews. He will find that he can memorize two verses, in the second month, as easily as he did the oneverse in the first month. His memory has been trained to this extent. And so, he may proceed from month to month, adding an extra verse to his daily task, until he is unable to spare the time for all the work, or until he feels satisfied with what he has accomplished. Let him use moderation and not try to become a phenomenon. Let him avoid overstraining. After he has memorized the entire poem, let him start with a new one, but not forget to revive the old one at frequent intervals. If he finds it impossible to add the necessary number of new verses, by reason of other occupation, etc., let him not fail to keep up his review work. The exercise and review is more important than the mere addition of so many new verses.
Let him vary the verses, or poems with prose selections. He will find the verses of the Bible very well adapted for such exercise, as they lend themselves easily to registration in the memory. Shakespeare may be used to advantage in this work. The "Rubaiyat" of Omar Khayyam; or the "Lady of the Lake" by Scott; or the "Song Celestial" or "Light of Asia" both by Edwin Arnold, willbe found to be well adapted to this system of memorizing, the verses of each being apt to "stick in the memory," and each poem being sufficiently long to satisfy the requirements of even the most ambitious student. To look at the complete poem (any of those mentioned) it would seem almost impossible that one would ever be able to memorize and recite it from beginning to end, letter perfect. But on the principle of the continual dripping of water wearing away the stone; or the snowball increasing at each roll; this practice of a little being associated to what he already has will soon allow him to accumulate a wonderfully large store of memorized verses, poems, recitations, etc. It is an actual demonstration of the catchy words of the popular song which informs one that: "Every little bit, added to what you've got, makes just a little bit more."
After he has acquired quite a large assortment of memorized selections, he will find it impossible to review them all at one time. But he should be sure to review them all at intervals, no matter how many days may elapse between each review.
The student who has familiarized himself with the principles upon which memory depends, as given in the preceding chapters, will at once see that the three principles of attention, association and repetition are employed in the natural method herein recommended. Attention must be given in order to memorize each verse in the first place; association is employed in the relationship created between the old verses and the new ones; and repetition is employed by the frequent reviewing, which serves to deepen the memory impression each time the poem is repeated. Moreover, the principle of interest is invoked, in the gradual progress made, and the accomplishment of what at first seemed to be an impossible task—the game element is thus supplied, which serves as an incentive. These combined principles render this method an ideal one, and it is not to be wondered that the race has so recognized it from the earliest times.