as that particular impression is concerned. Of course a repeated view of the object will probably bring to light details which were not included in the first impression. We have spoken of this in our chapter on Eye Perception, and exercises.
In the same way, if, when you see a thing, a past impression is recalled and is thus associated, the old impression becomes a part of the new, and thereafter it is hard to separate them. We have much unavailable unused material in our memories, which might be of the greatest use to us if we had occasion to associate them. Sometimes we take up a new subject of thought, and form a connection and association between scores of disconnected facts which had been lying around loose in our mental storehouse.
Recollection is always accompanied with an effort of the will to find some chain of association which we desire to recall. This process may take but a fraction of a second, as the mind works very rapidly and the chain of association is soon formed. But often it takes some time before we are able to recall the desired thing, and many times we have to acknowledge our inability to bring forth the missing impression, but the orders given will often be taken up by the subconscious mentality and the impression will come into consciousness at some later time, often when we have ceased to think of the desire.
In recalling an impression one has often to recall the circumstances and place of the recording of the desired impression, or what took place just before or just after the fact he desires to recall. The mind instinctively calls upon the strongest faculty to supply the cue to the whole series of impressions.
In considering the matter of recognition, we see that there is that which may be called full recognition, and also another phase which may be termed partial recognition. When we meet a man whom we have previously met, and recognize his appearance, and remember his name, who he is, what he does, etc., we fully recognize him. But when we meet a man whose face we recognize, but whose name we fail to remember, or when we recognize his face, or even recognize his face and remember his name but fail to remember who he is and the circumstances of our former meeting, we have only partially recognized him. We remember hearing of a man who once met a lady whose face he recognized but whose name he could not remember. Falling back on the old expedient he said “Madam, I have forgotten the spelling of your name. Will you kindly tell me just how you spell it?” “Certainly,” said the lady, “I spell it Jones.” When we meet with a person who accosts us by name, and whose face we dimly recognize, but whom we “cannot place,” we may remain in his company for a time, and then suddenly some allusion will give us the missing association and we remember clearly all that we have ever known about the individual.
There is a difference between remembering a thing and recognizing it. How many times have we sought for a thing which we distinctly remembered but which we were unable to find. Shortly after we found the thing in a place that we have looked over several times, and it is impossible that we did not see it. The trouble is that our faculty of recognition was not functioning properly, and although we saw the object we failed to recognize it. This trouble may be largely overcome by first forming a distinct mental image of the thing sought for, in which case we will recognize the object as soon as seen. This will apply to any object no matter how familiar we may be with it, as unless the mental image is sufficiently clear we will not recognize it even though we see it, our memory of it for the moment being merely a memory of name and not of appearance. A man may hunt for his wife in a crowd, and will not find her, although he may be looking her right in the face. His anxiety has driven away the mental image.
Chapter X.
General Principles Regarding Impressions.
Treating of the thirteen general principles governing the subject of impressions— These thirteen principles practically sum up the entire subject of impressions, their acquirement, their retention, their recalling; and the knowledge of the same will enable the student to have the entire subject in a nutshell—Each principle is clearly stated, and is accompanied with explanations and illustrations—This chapter alone, if carefully studied, will give the student a liberal education in the theory and practice of Memory Culture, and might readily be expanded to fill a book.
The following principles will give a general idea of the laws governing the receiving, recording and revival of impressions received by the memory. The student will most likely find them interesting, and they may aid in fastening in his mind the laws governing the mental operations known to us as memory. Much that is said in this chapter is stated in other words in other parts of this book, but we have thought it advisable to bring these things together in one chapter, that the student might more readily associate one principle with another akin to it.
PRINCIPLE I. Employ concentration so as to receive an impression sufficiently intense as to render easy a subsequent revival of the impression.
As we have explained in previous chapters, it is necessary for the mind to be strongly directed toward the object or subject the impression of which we are desirous of recording in the mind in such a way as to be able to recall it with the least amount of exertion. Speaking generally, it may be said that the strength of the impression is in exact proportion to the amount of interest and attention bestowed upon the object or subject. Consequently it is of the utmost importance that we cultivate attention and interest, by practice, so as to be able to register a distinct impression. By doing this we have taken many steps toward the acquiring of a strong memory.
PRINCIPLE II. Record definitely and decidedly the primary impression.
Very much depends upon the sharpness of the primary impression. The primary impression is the foundation upon which subsequent impressions must be built, and if it be not distinct, it is very difficult to remedy the carelessness afterward, as in that case there has to be a tearing away of the primary impression, and a substitution of a new primary record, as otherwise there will be a confusion of memory. Therefore, in obtaining the first impression of an object or subject, direct upon it as much attention and interest as possible.
PRINCIPLE III. At the beginning, avoid including too many details in the impression.
This principle, if applied, will save the student much unnecessary work and waste of energy. The best plan is to master the main points of a subject at the beginning, then gradually build around these other important points. Then on to the less important, finishing up with the comparatively unimportant details. By forming a general idea of the subject to be studied, certain features will stand out more prominently. Study these first, getting a clear impression by omitting the lesser details, then stop and look over the subject again. You will then see other points standing out clearly. Take these up, and so on, until the subject is mastered. In this way you will be able to store away a complete record of the subject “from the ground up,” and you will find it easy to recall to mind any part of it and at the same time be aware of the relation of that part to any other part. This is the only rational plan of study. It will help you in following this method, to think of the subject to be mastered as being a tree. Commence at the ground and thoroughly understand the trunk, then take up the larger limbs, then the branches, then the twigs. In commencing the study of a new subject, it is better to read first the most elementary work on the subject to be found, and after mastering this take up a work rather more advanced, and so on. Many make the mistake of reading at first the most complete work on the subject to be had, and the consequence usually is that they master no point completely, and have merely a vague idea of the entire subject. Some teachers advise the careful study of the subject as stated in some standard encyclopædia before even taking up the elementary text book. The rule of Nature is that we shall “crawl before we walk,” and study and memorizing is no exception to the rule.
PRINCIPLE IV. By reviving an impression frequently, you increase its intensity.
The whole subject of Memory Training depends so much upon this one principle, that if we were compelled to take away this principle the whole structure would fall. Remember now, we are speaking of the conscious revival of the original impression, and not of the receiving of a subsequent impression. By this method, not only is