TRAINING THE MEMORY

The memory is the most used of all the faculties, therefore it is very important that it should have special attention and training. Almost every exercise in the First Book, while developing the other faculties, used the memory in some manner. It is necessary for the success of most mental operations. Memory influences thought, and contributes to character development.

A good memory is the greatest aid to the student at any age. Lack of knowledge of how to use and improve the memory has been a great handicap in the life of most of us. It is no longer necessary for your children to be continuously dependent upon the operation of the memory, without knowing how to properly use it. From this book you will get a practical understanding of how to develop this faculty for them.

The young child has little conception of the importance of Memory. Do not use your time trying to impress the value of memory upon him, but rather in helping him to do the things which will result in the development of this faculty. By training the child's memory you can endow him with the knowledgeand capacity which will be an ever increasing source of profit, and for which he will never cease to thank you.

To start your children in life with a trained and dependable memory is a greater endowment than a perfunctory education or even a fortune.

This is not only your privilege but your duty. The decision to do so must be yours. At first the principal effort and persistence must come from you. Follow carefully the instructions of this book and you will have no difficulty in accomplishing this desirable result.

First read the entire book, then apply the ideas and exercises according to the age of the child. Let the children advance as rapidly as they can master the work. Do not over urge them, or make the work tedious. Above all, see that the children understand the principles and apply them to all of their activities.

Memory is largely a habit. See to it that your children acquire this habit early.

Let your effort be continuous and not spasmodic. Ten minutes a day is far better than an hour once a week.

The development resulting from use of the games and exercises of the first book has already influenced the memory faculty of the child. The facultiesof visualization, observation, attention and concentration, all contribute to the proper operation of this faculty. They are the tools with which the desired result can be accomplished. It is of greatest importance that these tools be sharpened and tempered by use of the exercises given in Book One. It is now important that you know and understand the principles and methods of memory operation. Study this book with your children, if they are old enough to understand it.

For smaller children follow the plan of making the instructions into stories, and the exercises into games. Encourage the children in making the effort necessary for improvement and to expect a great deal of themselves.

The story of the success of great leaders of present day business and industrial life reveals the fact that they had an unusually retentive memory. That their minds were great storehouses of facts and figures regarding their business.

Others who had worked along with them for years, but were not able to absorb and retain the knowledge, could not progress as fast or as far. All have the natural endowment of a good, dependable memory and all have the faculties, which, if properly trained, will result in conscious ability to use the memory for all the needs of successful living.

Your memory is your ability to make an impression upon your brain which you can recall at will.

This involves two mental processes; first, the making of an impression upon the brain; second, the ability to recall it at will. The problem of memory is to know how to accomplish these two things and to be able to produce the result easily and quickly.

Five groups of nerves connect the brain with the outside world, these are the five senses. They are the avenues of approach over which all impressions or sensations are conducted to the brain.

The ease with which any impression can be recalled will depend,â€”first, upon how strongly it is made.

Your senses are unequal in their ability to impress the brain. Some make stronger impressions than others, not so much because of the thing to be impressed, but because of the natural unequal strength of the groups of nerves. All experience or knowledge that makes a strong, definite impression is more easily recalled than in those cases where the impression is less distinct.

Nature has endowed one of the senses with a peculiar ability to make impressions upon the brain which are many times stronger than those made by any of the others. To learn to properly use this one sense is the greatest aid to memory improvement.

The nerves connecting the eye with the brain are many times larger than the nerves of any of the other sense organs and can make an impressionwhich is many times stronger than the impression made by any of the others. Without your conscious knowledge this fact has been operating all your life. The things which you have seen are the things which you have most easily remembered. For this reason the memory of your youth consists principally of things which you saw, or impressions made upon your brain by the use of your eye.

Prove this fact; recall some of your earliest recollections; how did your brain accept these impressions? Was it through feeling, hearing, or through seeing? It is an eye impression and is recalled in your mind as a picture. You will find that most of the past which you can remember is based upon the visual impression. The poet says, "How dear to my heart are the scenes of my childhood." The scenes of childhood are the memory of childhood.

"Travel is the greatest of educators." Why? One reason is because you are gathering a group of eye impressions which are the most lasting. One psychologist defines memory, "as the act of recalling the picture of a past experience." The fact that the visual memory is most lasting has been known for generations, but we have failed to take proper advantage of the fact. In making a comparison of the eye and ear impressions upon the brain Robert Mudie wrote in 1832: "That which is told us we may forget because of the weakness of the impressions made, but that which we see with our own eye is proof against accident, against time and forgetfulness."

Besides being the strongest of all the senses, sight is the most accurate. Psychological tests have shown the eye to be mistaken only eighteen per cent of the time, and the ear, which is the second sense in strength, is mistaken thirty-four per cent. Note that your sense of sight is especially endowed with the power to make the strongest, and at the same time, the most accurate impression upon your brain. The first step in memory improvement is to learn the proper use of this sense in impressing upon the brain those things which you wish to recall.

For the purposes of memory, to see a thing once is equal to having repeated it eighteen or twenty times.

We have a secondary or additional faculty which we call the mind's eye. You can close your eyes and see many familiar scenes or you can combine parts of these into new pictures that have never existed in fact. This process of visualization produces the strongest impression upon the brain that you are able to make.

The greatest step in the improvement of the memory is reached when the child realizes the value of this visual impression and is conscious of just how to use it.

Become familiar with the mind's eye picture and realize its value in memory, then follow the exercises given here until you are able to use it correctly for memory purposes. For practice visualize a House, use one that is familiar to you, see it as clearly as possible. Build a clear, definite picture as an artist would, first the outline, then add the detail, see the slope of the roof, the chimney, the gables, then see the shingles and the cracks between them, the bricks in the chimney and the plaster veins between.

The more distinctly you can see this object, the stronger the impression upon the brainâ€”the longer it will last and the easier it will be to recall it.

The use of the exercises on Visualization in Book One will make it possible for you to build at once a clear picture of the House. If you have any difficulty in doing this, follow the instructions for drawing the outline and other suggestions given for the development of the faculty of visualization as they are found in the first book.

To remember you must be able to make an impression upon the brain which you can recall at will. This simple impression of the House may not be recalled as easily as you wish, but there are three simple and natural operations of the mind by the use of which you can strengthen this impression to any degree necessary. By their use you can learnto make an impression that is strong enough to be recalled at will.

A large object makes a stronger impression upon your mind than a small one, a twenty-story building attracts your attention and impresses you more than a two-story one. Things which you see exaggerated out of their normal proportions make an unusually strong picture upon your brain. The House, which you have seen standing in the yard is small; if you wish to increase the strength of the impression, exaggerate the size of the house and see it as large as a ten-story building. The only limit to the size to which you can exaggerate the object is the limitation of your imagination. You can in this way strengthen the picture until the impression is strong enough to be recalled when needed.

This idea of exaggeration is not new or unusual. There are two professions whose business it is to make us remember and they use this principle in doing it. They are the advertiser and the cartoonist. You have seen this same exaggeration of proportionin nearly every cartoon, but you think nothing of it. The cartoonist, however, knows that he can make a stronger impression upon your mind by its use. You remember the cartoon longer and recall it more easily than most anything you read.

One of the largest advertising companies of the country makes the statement, "A picture is worth a thousand words when it comes to making the public remember." Some of the most successful advertising campaigns have been largely confined to pictures. Almost without exception pictures drawn for advertising purposes take advantage of this principle and strongly exaggerate the proportions. You have seen this in the pictures used by the Goodyear Tire Company, the Bell Telephone Company, and many others. It is illustrated in the picture given here.

You often pass a thing that is motionless without notice, but if it moves it attracts your attention. While walking down the city street you pay little attention to the show windows, but if there is something moving in one you will stop to notice it. The sidewalk will even be blocked by the simple motion of some thing in the display. This is the use of motion to impel your attention. If you are in a crowd and see a friend whose attention you wish to attract, you wave your hand or handkerchief. Children like to see "the wheels go 'round," and we never lose the fascination which motion has for us. A person lacking in the power of concentration will fix his closest attention upon the moving picture or object.

Just as the motion picture is more attractive than the old style stereopticon, so motion introduced into the visual pictures for memory purposes will increase the impression upon the brain and increase your ability to recall it.

To still further strengthen the impression of the House, see it in motion instead of standing still. See it on wheels moving down the street or blown from the foundation by a strong wind. The farther you see the object move, or the more rapid the motion, the stronger the impression.

When you go home in the evening the first thing mentioned is the unusual happening of the day. Those things which have been most out of the ordinary are the first mentioned in your conversation. If some very unusual circumstance has thrust itself upon those at home, they will rush out to meet you, to tell you perhaps that "The cat devoured the canary." All unusual circumstances impress the mind in such a manner that they are very easily recalled. To see the House balanced on one corner instead of in its usual position upon the foundation, will strengthen the impression of the picture already made. Take advantage of this natural fact and when you wish to remember make the picture an unusual one, even make it grotesque or ludicrous.

There is no limit to the degree in which you can use these three natural mental operations. Your exaggeration of a pin can make it appear the size of a pencil or a telephone pole, or as tall as a twenty-story building. You can see it move a foot or two or swinging in a pendulum-like rhythm or dancing upon a hill.

Thus the use of these three principles makes it possible for you to place upon your brain an impression of whatever strength you choose. If the firstone is not recalled readily you know how to make a stronger one. Simply exaggerate the size, move it farther or more rapidly and in a more unusual or ludicrous manner.

The unusualness of this picture is dependent upon your imagination. This idea of picture making for memory purposes is two-fold in its value. It results in a better memory and strengthens the productive imagination. The exercises in Book One will help you to use your imagination for these memory pictures, and making them is one of the best exercises for the development of the imagination.

You now know how to make a strong impression upon your brain. This has proven to be the most valuable aid to a better memory. Thousands of successful men have learned to use it practically in their work. It is the greatest aid to students in assimilating and recalling their studies.

You have the knowledge, but to be of value you must practice with it sufficiently to prove its usefulness and to learn to apply it accurately. This practice can be gained in a variety of ways; the essential thing is that you train yourself to make strong visual impressions upon your brain, to see the pictures clearly and to know that you are recalling them accurately. For practice let us use a list of common objects.

In order to recall a list of objects or a series of any kind, instead of making separate pictures of the objects, combine two in each impression. If you will follow the method used in making the following Memory Pictures you will find that it will enable you to recall the objects at will. We will use a list of objects that have no natural associations, that you could not easily remember by any other method, yet when you use this visual process the matter is a simple one.

The first word of the list will be the House, the second Clock. We have already made a strong visual impression of the House, by seeing it in an Exaggerated, Moving, Unusual picture. We could make as strong an impression of the Clock in the same way, but to be able to recall the word following House, we must see the two objects together in the same picture. To see a large Clock standing alongside of the House, will make a strong impression. A stronger one may be made by exaggerating the size and proportion of the two objects. To further strengthen it you can use unusual motion, such as balancing a huge Clock on the edge of the House. Now introduce motion, see the Clock topple and roll down the roof and fall to the ground. To get the full value of this impression upon your brain, close your book and see the picture in your mind's eye. If it does not seem distinct close your eyes, or take a pencil and try to draw the picture. This will help you to seeit more clearly. See the Clock rolling down the roof, see it fall to the ground, make it seem real and as distinct as possible.

To do this make a large moving picture of Clock and Flowers. See the Clock decorated with flowers and large bunches tied to the end of each of the hands. See them going around. Add the colors, make all the detail bright, and become interested in the picture. Fix your attention on it as you have learned to do in the first book. Note the changes.

In each of these pictures there are two objects, never more and never less. Do not see the House in this second picture. Always drop the first object when adding a new one.

Memory Pictures Should Always Contain Two Objects.

Continue the list by adding the word Circus. Picture the new word with the last one which was Flowers. Let your imagination see the Flowers playing in the circus tent, see them riding the horses, or have the performers all dressed in flowers; any pictureclearly visualized and concentrated upon for a moment will produce the desired result.

The length of time that an impression will last, depends first, upon the vividness of your picture.

Add this new word by exaggerated motion picture of the Circus and the Soldier. Make your own picture, see that it is definite and let the mind dwell upon it for a moment.

Proceed in the same way as before, but do not go on with the list until you have visualized the picture clearly. A dim picture will not last long and will be recalled with difficulty, if at all.

Not stones, but great, rough, rugged rocks piled high. See them clearly, let them fall on the Church and damage it. When recalling your pictures you will need to be sure of the object and to recall the exact word. The ability to do this will depend upon the vividness and definiteness of the picture as you see it the first time.

Here is an opportunity to imagine and picture an auto accident. Make your own picture and photograph it upon your mind.

Proceed with a few more pictures, making eachclear and definite and do not yet attempt to recall them; just visualize each two objects in turn.

See each two objects in a separate Memory Picture. Now review the list beginning with House and Clock, Clock and Flowers, etc. Let one picture suggest the next in which one object of the preceding picture always appears. Repeat the list slowly, recalling the two objects in each picture. Do this without looking at the list; there are ten separate objects you can check by keeping count.

House and Clock.Clock and Flowers.Flowers and Circus.Circus and Soldier.Soldier and Church.Church and Rocks.Rocks and Auto.Auto and Shoes.Shoes and Dishes.

Review the ten pictures until they can be recalled without difficulty, and until all are clear and distinct. Each time you review, see the same picture as originally made, do not change it, except to add more Exaggeration, Motion or Detail each time and make it more distinct and definite. You will have experienced the fact, that in each case where you made and visualized a good picture you remembered the wordswithout difficulty. Where the picture is not strong you have trouble in recalling the word. Any picture that can not be recalled easily can be made to do so by adding more of the three elements, Exaggeration, Motion and the Unusual. Take the poorest picture, the one most difficult to recall, exaggerate the size of the objects, or make them move farther or faster, stand them on their heads or do any thing unusual and see how much easier you can recall it the next time.

There are two distinct operations in this method. First the Imagination takes the two objects and determines how they shall be arranged; what they shall do; or how they are to look in the picture. Second, the mind's eye photographs the picture so arranged by the imagination. The impression is made upon the brain when the picture is photographed. You may decide upon a good combination of the objects, but if you do not SEE the picture you will not remember. The impression is made upon the brain when the mind's eye actually sees the picture which your Imagination has constructed. Just as the photographer first arranges his group in the manner that he thinks will make the best effect, then presses the bulb and exposes the plate. If he only arranged the group and did not expose the plate he would have no picture, and so, if you imagine the picture and do not SEE it, you will have poor memory.

In the same way form pictures of the following objects. Use your own imagination to bring the objects together into motion pictures. In adding to your list, always begin with the last object and revisualize it with the new object. Thus you will link all together in an endless chain. Make memory pictures of the following:

Pile the dishes high upon the wagon and see them rattle off and break as the wagon moves. Be a cartoonist, make unusual pictures.

Make your own picture, and fix your attention upon it for a moment by seeing the details. What kind of a wagon is it? What color? How drawn?

See the color and pattern in the carpet.

It will be easier for some to make the Memory Pictures into a story, that is to see the Dishes thrown at the Wagon and fall off onto the Table where they are put into a Carpet and hung up on a Fence, which has a loaf of Bread on the top of a high picket. This story can continue indefinitely, as long as your imagination adds to it. There is a danger, however, in this kind of a picture; it is in the tendency to see more than two objects in each picture. The ideamay be continuous, the picture must never be. It may be a continuous idea connecting separate and distinct pictures but you must be sure to drop the first object before you add the new one, so that there are but two objects in each. Continue picturing these words in pairs as you did before, using the story idea if it seems easier.

Now, go back to Dishes and review the pictures, naming both objects in each picture. Can you see each clearly? If not, strengthen the picture, put in more motion, or make it more unusual.

Without the aid of the list go back to the House and recall the entire series from House to Piano. After you have succeeded in this, try to see the series of pictures and speak them as a list, thus, Houseâ€”Clockâ€”Flowersâ€”Circusâ€”Soldier, etc. Do this a couple of times until it can be done without hesitation.

Test the availability of these visual impressions that you have made by starting with the picture of the Piano and follow each picture carefully back to the House. Thus, Pianoâ€”Stoveâ€”Schoolâ€”Lampâ€”etc.

You now have a series of twenty unassociatedwords so impressed upon your mind that you can say them forward or backward. You can as easily begin in the middle and go either way, or you can think of any word at random and tell which word precedes it or follows it in the list.

Strong visual impressions properly associated can be recalled at will.

It has taken some time to make and photograph these pictures, practice will soon make the process so easy and natural that the same result can be accomplished in a few seconds. It is not unusual for children, after a little practice, to take a list of twenty words and visualize them in one careful reading, so that they can recall them in any order desired. Practice will do the same for all regardless of how difficult they may find the idea at first. All have the faculties, awaken them and make them serve.

The important thing is not that the child has easily learned a list of words which he can repeat forward or backward, but the fact that he has experienced the memory value of a definite mental operation. The learning of the list is merely the exercise through which the process of visualization is applied to the memory. The child may possess the knowledge, but practice is the only way to make it most useful. This same kind of exercise should be continued and will later lead to many practical applications.

All educational progress has three steps, To Know;To Do; To Be. What a child becomes as he grows to manhood depends upon what he DOES, with what he KNOWS.

Knowing is the first essential, but without the doing there is little result. The purpose of this book is memory development.

The improvement of the memory will depend upon what the child does with the knowledge he receives.

Your experience has proven that poor, weak impressions are recalled slowly and with difficulty. At the same time when you succeed in recalling a poorly made impression it is indistinct, it lacks that clear definiteness which brings assurance and confidence. To overcome this you need to sharpen the tools with which the impressions are made upon the brain. You cannot expect the best results from untrained senses any more than a carpenter can expect to do a fine quality of work with dull tools.

The senses can be sharpened and improved as you have seen in the First Book, but practice is the whetstone and every stroke will produce its proportionate result; without it you can not expect to become proficient in anything. The methods by which the senses can be trained are suggested in the First Book, and if they have been overlooked, or slighted, you can now see the importance of paying proper attention to them.

Practice is the motive power which can propel you along the road of progress toward the goal of perfection.

In the same manner in which you learned the first twenty words fix the following in mind. Begin with the last object of the previous list, Piano and add the next one, Spoon.

Now, add to Spoon, Road. See a Spoon with arms and legs running down the Road. Make a real cartoon of it. Continue to picture the words in pairs, always dropping the first when adding a new one. Now take Road and Picture; Picture and Desk; Desk and Window; Window and Apple; Apple and Book; Book and Door; Door and River.

Stop a moment and review these Memory Pictures, first in pairs as Piano and Spoon; then as a list. Now go over the list backwards.

Add more words and be sure you stop each time to see a clear, definite picture. You must fix your attention upon it for a moment, use motion, exaggeration and the unusual.

Picture River and Dress; Dress and Hammer; Hammer and Ball; Ball and Train; Train and Gun; Gun and Moon; Moon and Curtain; Curtain and Pepper; Pepper and Bed; Bed and Scissors.

Review the series as before, those pictures which come slowly should be improved. With the book closed, start with House and repeat the entire list. See each picture clearly before you speak the word,even though you may feel sure what the following word is, see the picture first, this will insure accuracy. Then begin with Scissors and go through the series of pictures backwards working your way, picture by picture, back to House. Take time to be accurate, do not try to go rapidly at first. See each picture and try to see it more clearly, adding all the detail you can. Mental exercise is necessary to development. See that you perform this one often and accurately.

When the child can say the list he has learned a series of forty words which he can repeat forward and backward. These words are unassociated and would be difficult to learn by the old cumbersome method of repetition. Yet the feat is accomplished easily by the application of these simple and natural principles.

Do not be satisfied that these simple facts, and the use which has been made of them, has proven resultful. Ideas are only of value because of the profit which comes from their continued use. Prove their worth to your utter satisfaction and then by continuous effort make them a part of the mental makeup. Become thoroughly familiar with these principles and see that the child knows just how to proceed in the use of them. Remember it is the visual faculty you are cultivating for great future usefulness, not merely learning a list of words. Review these picturesmany times, use the same ones, do not make new ones.

Avoid the mistake of seeing only one object at a time; always see two, as the House and the Clock, the Clock and the Flowers. This causes one picture to recall the next, because the object appears in two pictures, or is associated with two objects. One by natural mental operations recalls the other.

For further practice and development add to the list of forty words now learned, some of those following, or make a list of your own. Any words will do, picture them two and two and review them after you have added ten or so.

Some persons have difficulty in making their pictures definite enough to avoid confusion between objects of similar shape. Overcome this difficulty by teaching the child a few lists of objects somewhat similar in shape. This will require making clear and definite pictures. The exercise following is a good one for this purpose. Visualize the following list and see to it that the pictures are definite, so that they can be recalled in proper sequence, either forward or backward.

The same kind of practice can be gotten by the use of lists of animals, and at the same time another result may be attained. The child must learn just what the animal looks like before he can picture it. In learning these animal lists use the dictionary or encyclopedia, or better still, good books on natural history, and show the child the picture of each animal with which he is not familiar. Teach him all that you can regarding each of these different animals. He will then be able to picture them clearly and retain and recall them without difficulty.

The first requirement of memory is to make a strong impression upon the brain, and this we have seen is accomplished by visualization. We concentrate the strongest of our senses upon the thing we wish to remember and thus make the strongest impression.

The second necessary step is the ability to recall the impression at will. This is equally important in memory and is made possible by the Law of Association. Prof. Kay states that, "Association is the means by which what is in the memory is recalled and brought again before consciousness."

Things which are impressed upon the mind, or which are active in the mind at the same time, will return together, one will suggest or recall the other. A voice, a sound, a sight will often recall a long train of events. One event will recall another that took place at the same time, or in the same place, or one similar in detail. These associations are easily formed though you may be unconscious of the fact at the time. When one of the associated facts is in your mind it becomes the means by which the other is brought again into your consciousness.

The visual picture is the strongest impression that can be made upon the brain, but to be able to recall a new impression at will, it should be linked or associatedwith some already familiar picture which is easily recalled, and this will bring the associated impression with it.

In the visual exercise in which a list of words was learned, beginning with House, this principle was used. The strong impression was made upon the brain by seeing the House. You also made a strong impression of the Clock, by seeing it, but in order to remember that the word Clock follows the word House the two were associated together by seeing them in the same picture. This is an example of two things impressed upon the mind at the same time. When you see the House it brings the Clock into mind. If you wish to recall what word follows House see the House, and the picture association will supply the second object.

The use of this Law of Association made it possible for you to recall the list of objects. To be easily available the objects must be linked together as strongly as possible, and this is accomplished by the associated picture.

Association is one of the fundamental laws of mental activity, the use of which is absolutely essential to memory operation. In the pages following you will notice the application of this same principle, always using the visual method because of its unusual strength and accuracy.

Much has been written on the subject and some memory courses dwell on it at great length. There are just two essentials to be always kept in mind:

First, to be able to recall the new fact at will it must be impressed upon the mind in association with some familiar knowledge that will be easily recalled.

Second, the visual picture is the strongest association, therefore the most lasting and easily remembered and at the same time it can be used for all needs.

This law of association must be used continuously, without it there can be no accumulation of knowledge or memory. Its operation is simple and need not be in the least confusing.

A simple use of the visual memory is to make a picture of the thing which you wish to do, in the place where you wish to be reminded of doing it, called Reminder Pictures. This principle can be applied to errands and to very important ideas. Seeing the thing you wish to do will form the strongest possible impression. By seeing this picture in the place where you wish to be reminded of it, you have associated it in your mind in connection with the thing which is to be used to bring it again into your consciousness.

The latter half of the pictureâ€”the place in which you wish to be reminded of itâ€”must be familiar, at the same time a place or object which is going to be physically visible at the time you want to be reminded of doing the errand. This principle can most easily be understood by the use of illustrations which are actual examples of how others have used the idea.

Believing in the value of a glass of water taken before meals one person made a picture of a large glass of water covering a greater part of the dining table, and when coming to the table he saw himself spill the glass of water. It is essential to have two objects in the pictureâ€”one, the thing you wish to be reminded of doing; and the other, a familiar scene which you are going to see at the time. In this case, when the person sees the table, which is half of the picture, it brings back into consciousness the large glass of water. This reminds him of drinking the water before sitting down to the meal.

A lady had been forgetting to get a certain rug which had been put away in a dark closet, and which she feared might be injured by the moths if it was not taken out and used. As is often the case in such circumstances, she thought of this rug many times, but always when it was inconvenient to get it. She made a picture of the door of the closet in which the rug was stored and also of herself passing this door; the doorflew open and the rug jumped out into the hall at her feet. Later, when she was passing, seeing the closet door it reminded her of the rug and she stopped, opened the door, took out the rug and thus attended to the matter which she had been forgetting.

A business man had been forgetting to telephone an associate. He made a picture of the desk in his office, and when he rolled up the top of the desk the friend jumped out and scared him. This picture was made in the library of his home in the evening. Next morning when he saw the desk the rest of the picture came back to his mind and he took up the telephone and attended to the matter.

These pictures may include more than one object, or even more than one errand. What the average memory needs is a hint to start it on the right track. A husband had been asked, when leaving the house, to order some groceries before going to the train to meet some friends. He made a picture, of his car standing where it would be when he was ready to leave the office, and over the whole car he spread a large beefsteak, on one end of the steak he saw a bag of sugar, on the other end he saw a bag of coffee, then he broke an egg over the whole, for these were the things which he was to order. When he came from his office, seeing the car, a part of the picture, it reminded him of the groceries, and he easily remembered the things wanted.

Pictures which are exaggerated, have strong motion, and are unusual or even startling, are best for this reminder idea. The pictures must be seen clearly in the mind's eye, and the part of the picture, which is used as the reminder, must be something which you will see clearly at the time you wish to do the thing. The illustrations given are from the actual experiences of busy men who are using this idea in their daily life.

This application of the visual memory can become invaluable to the child. In cases where the desired result has not been procured the difficulty, almost invariably, is a lack of vividness in seeing the place, person, or thing which is to act as the reminder. It must be familiar, definite, and clearly visualized. Practice will improve the results. Make an effort to see detailed and distinct objects in your pictures and use the strengthening elements. Here are a few additional examples of how children have used this idea. It works.

A child was sent to the grocery store for four items, and instead of carrying a list he made a picture of the counter in the store as his reminder. The items to be purchased were a sack of Salt, a bottle of Vinegar, some Fly Paper, and Potatoes. He pictured the Fly Paper sticking on the edge of the counter and on it balanced the sack of Salt and the bottle of Vinegar, then he saw himself throwing the Potatoes at them.

A picture of this kind will enable the child to remember a few items without difficulty. The Hitching Post idea which follows soon will be more accurate and enable him to extend the list to any length.

A boy, who often went away to school without bringing in his wood, made a picture of himself running out of the door to school, when slipping off the porch he sailed through the air and landed on the wood pile. The next morning, when he went out of the door and across the porch, his picture flashed into his mind and he stopped and brought in some wood before leaving.

A girl had formed the habit of throwing the towel on the chair instead of hanging it up. She made a picture of herself throwing down the towel when it became entangled in her feet and tripped her up as she walked away, throwing her headlong.

Reminder pictures of this kind must be visualized by the child, even if suggested by the parent. Do this pleasantly and even playfully, being careful not to arouse the antagonism of the child. If he is stubborn in the matter you can gain nothing, unless you secure his co-operation and pleasant interest. To keep these pictures in mind and to use them at every opportunity will aid in forming correct habits. Make them startling and interesting, and when possible, put real feeling into them. Induce the child to feel the pain of his fall; feelings give life and power to visualized pictures.

A boy was told to stop at a neighbor's and deliver a note for his mother on his way to school. He pictured the front gate of this neighbor's fence swinging out and stopping him. He tried to go over the gate and the more he climbed, the higher it became. Seeing the gate as he passed on his way to school reminded him of the note.

A tablet was needed at school and had been forgotten several times. A picture of the tablet barring the door of his home, so that he could not get in, reminded the boy to go at once to the store and make the purchase.

On her way to church a girl was given a message to deliver to a certain lady, after the service. She pictured herself trying to get out of the door of the church, but the lady blocked the way refusing to allow her to crowd through. When she started out, seeing the door, which was part of the picture, it reminded her of the lady, and she delivered her message.

One of the most subtle foes of a good memory is procrastination. Like conscience, memory can be dulled and almost ruined by continual disregard of its suggestions. Failure to act when reminded ruins what memory power you have and retards your progress and further development.

A Reminder picture will suggest an errand orduty oneâ€”twoâ€”or more times, but there is an ever increasing lapse of time between each reminder.

To Procrastinateâ€”to put off doing the thing will dull the suggestive power of the memory. It will clutter the mind with undone things which will cause mental worry. It will weaken the will power.

To Actâ€”to accomplish the thing at the first suggestion quickens and improves the suggestive power of the memory. It clears the mind for new thoughts and plans. It relieves the nervous strain and increases and strengthens the volitional power.

It is the child's memory you wish to improve and this can only be accomplished by his effort. You must help, of course, but do not do too much, merely suggest. Get him to imagine and visualize his own pictures, it will be better for him to make the effort than for you to make it for him.

The subject of Attention and Concentration has been discussed in the former book, but it will be well to note their relation to memory and how we are using them here.

We have introduced motion into the mind's eye picture to strengthen its impression; the result comes from a prolonged period of attention. In the exercises for cultivating the power of attention we used the method of change, or motion. It produced prolonged attention, which results in memory. Exaggerationand the unusualness of the imaginary picture inspires that quality of involuntary attention which helps to produce concentration.

The quality of the stimulus to the attention is improved by introducing anticipation, pleasure, or their opposites. The clear, vivid, mind's eye picture creates a greater quantity of attention, and if the objects are familiar they add to the possibility of clear visualization.

The attention should become fixed upon the picture and this can not be done if they follow too rapidly. Take time to make the impression and for best results become as much interested in it as possible. Every means which results in prolonging or intensifying the attention improves the scope and accuracy of the memory faculty.

For further practice in learning lists of words, by visualizing the objects, use the one following. These words are selected to conform to special requirements, and form a complete code which is to become of great value later. It should be learned thoroughly so that each word can be recalled quickly and in exact sequence. Use this list now in preference to the previous one, as this one is to be used in future, and the other will not be. Learn ten at a time and review them, then take the next ten, joining them to the last word of the previous ten, thus making an endless chain of the one hundred words.

A game to develop accuracy and rapidity in the use of the words of this Code List. Cut one hundred cards about two by three inches, or the size of game cards. On one side of each print a word of the Code list.

Shuffle the cards, deal ten to each player and let the balance become a draw pile. The one to the right of the dealer plays into the center of the table any card which is the first of a series of ten Codewords as printed in the lists above, for exampleâ€”Tie, Dot, Net, Meat, Heart, Lady, Shed, Kite, Foot, Bath. All first cards as named must be played first, then the cards containing words which follow consecutively in the list must follow. All cards held by the player which can be played on any series started on the table must be played in their proper turn, including those in the played reserve piles.

If a card is played out of its proper sequence the first one noticing the mistake calls "Code" and shall be entitled to give a card from his hand into that of the player, who must correct the error and cease playing.

When a player has completed his turn, has played all possible cards, or has been stopped, he will place one card face up on the table in front of him as a reserve pile. Each player is entitled to six reserve piles, each lying face up and side by side. When a player cannot make at least one play, he shall draw into his hand from the draw pile until he can play or until the draw pile is exhausted. Each plays in turn until some player has played all the cards from his hand, which entitles him to the game. Any player who completes a series of Code words, puts on the last word of the series of ten, takes away the set and these can be shuffled and added to the draw pile if necessary.

The winner is entitled to one point for each card left in the hands and reserve piles of the other players.The score of the game can be set at any point above 200, and the first reaching this takes the set.

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