“TABLE OF CONTENTS : LESSON 1 MEMORY: THE MASTER KBY Memory not & faculty, but is a peculiar attribute of the mind. All knowledge is but remembrance. Knowledge is a structure built of the bricks of memory. Every faculty has its own particular ory, The machinery for registering mental impressions. The subcénstions stores house for preserving the mental impressions, .The machinery -for re- calling mental impressions, The cultivation of ‘the memory 1s really a cultivation of the mind itself. The folly of psendosmemary aystems. Disappolatments of “trick"* memory systems, Education without mem- ory is ike pouring water into a sieve. Alt mental evolution depends upon the cement of memory, No man is greater.than his memory. Maa is but a combination of memories. Memory the secret of e: ‘pen we eteenacenvoneas age . LESSON 11 THE IMPORTANCE OF A GOOD MEMORY Memory the chief priest in’the Temple of Mind, Memory the golden thread that Hinks all'the mental gifts together, Some memories ike marble; other lke soft sand. Shitting character the result of poor mem- ory. The habitval “forgettor” 19 apt to be @ social nzlsance. The edu- ented man a dunce if his memory is poor. ‘The best memory may be {mproved, and the poorest rendered far above the average by scicntife memory” trainiog. Marvellous results possible under the system and tinciples taught in this book. ow science remedies nature's defects air human eficlency depends mpen memory tor its basic powers. Every act of efticiency really an act of memory. Genius is the infinite capacity for taking pains—plua @ good memory. +sPage 18 * LESSON II" PHILOSOPOY OF MEMORY - The importance of the “why” side of things, ag well as the “know how’ aide. Tho vaine of an understanding of the underlying bifosophy of memory. You should pecome a thinking, reasoning individual with an emclent memory, aud nota mere memory’ machine, A. good working Hilosophy of memory, not techuieal psyebotogical or metaphysics logtnatiam. The memory ie a psychological phonograph machine. it recelves impressions from the senses; makes a record of the same; flea away the record; fadexea its records; nod, finally, brings forth its rece orda when required—providing that it is kept well-olled and cared for. How it performs these wonderful functions, The great subconscious storage room of memory records. Nothing once recorded is ever en- tirely lost, There is no ‘ultimate forgetting.. ra eeeeense PASO * LESSON IY - * MEMORY: HIGH AND LOW trength of memory Impressions dependant upon attention. Atten+ tlon dependant upon loterest, lou remember that which most interests ou. ‘fhe mechanical memory for trivial things found in wocultured ersons “iarrot memory” ye. inteltisent memory. Wonderful meniory of low degree manifested by idiotic persons, ‘ihe futitity of the *trick™ syatems” of mechanical memory, The principle of “association” the key to Jremory, high and fow. Mechanical memory brings no real on- Cerstanding, The memory of the cultured, edgeated map, and what it Comparison, association of similarity, and constractlve ims |) accompany true memory ‘raining. Constroctive imagina- .tion really an fective phase of the higher memory. Dlatliction between the memory of vulgar mindy and cultivated miDse..+ Page 34 LESSON V WONDEREUL INSTANCES Temarkabte instances af memary power, gormal and abnormal. Facts of extraordinary memory stranger thon fiction. Historical tn- stances, vonchel for by good authority. Puecel forgot nothing that he _ bad carefully read, Grotins remembered everything that be had ever thought out Cardinal Mezzofant! Knew over ore hondred tenguages, * Bnd never forgot a word once fenrned. Leyden easily rememberd long documents, and Acts of Psrilsment, after ane reading, Bidder knew the Bible by heart, end could give any verse called for. Marvelloos memory of chesa-playecs Startling memory at musicians, The mem~ ery of the Chinese scholars. Strange jnstances from Oriental Isnd. Memorizing the entire world of Confdiles, Whofe religious books, et dp length bo vur ible, committed to memory by ibe Orientals,.Fage +3 LESSON VI MARVELLOUS MEMORIES Memorizing the Vedas, the Mahabarata, and the Sanscrit Grammar, a_common feat for edncsted Windus Jewish priests memorized the Kabals. or Sacred Teachings of the Iebrews. The Druids memorized their religious doctrines. The snclent laws of iceland memorized by judges and lawyers. Memory of tha Alogonquin Indians for their sagaa ‘of interminable length. Cyneas knew Roman citizens after once meeting them, und called each man by his right name. Cyrag called by asme every goldier in his army, Themistocles talled by name each of 30,000 Athenian citizens The Corsican who could remember $5009 discon- Rected words The Ubratian who could remember every book in the Ubraries of Florence. Esdras reproduced the Hebrew Scriptures from memory, Many other instances of marvellous memory power.,.Page 53 LESSON VII THE POWEN OF ATTENTION Memory without attention fs Hke a phonograph without 2 meedse. without aviention there is no impression on the records of memory. At- tention the meat marked maultestation af will, Atteation closely, allied te consciguaness. Attention dependant upon concentration. Concen- trated attention focusea the consciousness. How clear, sharp, intense, aud vivid impressions are recetved Inutmnces of concentrated attention Concentrated attention magnifies the power of impressions, Concentra- tion like the power of the sunglass iighly developed attention the secret of gening, Attention $s tbe eye of the mind, and must be di- secre to Ga ablect ia order for the mind to perceive it.” vivid con- Selousness, Jong memory; faint consciousness, shert memory; no con- felousuess, Qo memory. Power of voluntary attention. ........Page 62 LESSON VIL THE LAWS OF ATTENTION Retention in, consclousness, an act of voluntary attention. Yeten- tion the secret of ettoug memory records, and efficient memory-indexine The data of voluntary attention. Voluntary attention the yark of a ‘trained mind; and lacking in ease of illiterate persons, and thase lack tag mental traiutug Dierence between voluntary atd §nvolantary oc tention, Most persons lack voluntary attention, and manifest only fa. voluntary attention Training of the voluntary attention of ihe aise Btep im mena} development, Testimony of eminent authorities, Lhe five great laws of attention.’ The secret of developing voluntary atten: tion. How to render interesting things which are oveinally oats ing, How to study a thing by piccemesl. How to rect the orectied attention, The effect of varyidg stimulon, General principles . Pose se LESSON Ix THE GREAT SUBCONSCIOUS ‘The modern discovery of the pre: revolutionized all former ‘conceptions OF Seems P Bere eed basmemory should be familiar with the laws of the aubconsclous mestallty. The great region of mind outsiile the Meld of coneciousneas—the greater Part of mental activity performed there. The sabconsclous mind ts the reat Etorehouse of memory. All reconts of mental Impreations etored there, Iverything remembered is recalled from the subconscious mind. The deptha and helghts of the mind. All true ayatema of memory bared upon storing away, indexing, and croxs-Indering the records of the sab- conscious, ‘The subconscious and the mechanism of memory. Where the impressions of memory rest when not brought lato the Held sf con- eclousuess. Opinion of enilnent authorities... ...scceesseseeer age BO LESSON X TNE SUBCONSCIOUS REALMS ‘The mind much greater than we wenerally xupposs, The conscious area bot a tiny speck on ihe ebttre Loty of mind. The subcobscious mind ilke the favisible rays of ight on the spectrum. Above ani below the waterline of consctounntux HLow tre subconscious mind solves problems fof te, The thteo staves of creative thourbt The Seen‘ In cach ane'e tind, which works for him when bitden. Dlghty per cent Of all mental work performed subconsclonaly. How the subconscious works while we sleep, ow n forrotten Indra, ie reealied after hariag Deca given up low the subconscious works out dificult prohjeme for ua. ‘Tbe stream of thought Mowing from the subconscious regione into consciousness, What starts St faning, and keeps It fowing The lop. ical processes of the eubconsctous meniality. Loteresting facts, .lage £3 LEASON XI THE INFALLIDLE RECORDS ‘The eubcoumciona Bever forgets anything once feceiread br jt The aubronectous memory be fnfaliitle, Association furnishes the key to the ferords The ‘loaae ent’ ef eubconecious meriory how It onwitie the bat) ef reroilectioa. How apparently long forgotten thizge are exor ered through memory [tteresting cases within the personal experience ef the author Forgotten things recaliod after Cfty years, by prientite methods Truth etranere thay fection Wonterfal eworery of forpoticn facts in somnambuliam dreams, ete frrownlog persons geral) past events from the aubeonsious records Some wry Inirresting caere ef (hie kink culled from the works of eminent payebetoge ee When aclence watocke 1 of the eutconsciezs eervary thing Wt be found Ubere. sees ’ BHO Mat THE LAW OY ASSOCIATION ‘The asporlition ef |ieas, and (ke great peyetelreicel tawe Loretent ef ideas Je & cy what the lew ef pre abe te Memory jon ef ttee erry tid be teek Wiest tw eo thinkice = TE t ta eeqeenc 4 greater part ef the (houekt Le strenes ef dheweht te con peerd ery feverie Hew trates ef Ubewesl ere eteried fram eens tris sg erty Ory Pacceethon end (Le seen tation of diese The Uwe crest ctarece ef worketed 2 Aven tetiog ef cwnttge tp Ase len of ee atte Piloctpie ef ewe ge. Laws ef caution tp teat rats ta te New we remerier (he ele rt My alg hatet chyeee et Tre rectal flee retl ef Cmeconucsy ty Pere bed Leeson xt THE LAW OF AtTOCTATION (Ceatieveds Certteeity te spore emt ite netetiag Ee bse ate ie mene Wty we fees ter th are yest le ree ehar Le entre flee tle Wjesee eet” ef orien be etre net 2 C@ evteriveats bn otte Ried ef apemirie mesrers lew te pera! tle cet rete at @ Lote sete New te temenier wtere mips ebite § tere te Dneruions womens excises beerd we Ubi Bee af gtnne Mere ad mete moe! Wem treene oF nar ts Binee of Ue set ne wf e vetertey ts epee theretrer Zhe es ett ere Wola Betier of beueory Trelolog.” The “Topical Bystem™ of tater teachers. I member things oy soclating them with places, locations, or other po. sition in space. The “eye memery” employed... vesPage 418 LESSON XIV Ae THE LAW OF ASSOCIATION (Contiuded) sociation by continuity fn consctonsness, Clore aescctation of tro Ideau whieh have been thought of at the came Uime in Conseco wae each other, Kemembering such ideaw together, and why this is easy. We remember many ideas in connection with certain other ones, with- out effort on our part. Napoleon and Josephine; Adam and Eve; Jack a Ji; Uacle Tom and Little Eva. Ideas and objects which have been associated In consciourness, tend afterward te suggeat each other. Sug- gestion and arsociations of this type. Mleassnt and unpleasant asso- ciations, nod thelr consequencs. A very useful principle in memorizing, and remembering, How to weld together In memory two separated Meas or facta, Vreferenes in association, and its part in” memorizing, Repeated arsociation an ald to memory. .sevsssseererses sre Page 15 LESSON XV THE ASSOCIATION OF SIMILARITY ‘The higher phase of memory association of teas, The diference detween the trained and the untrained mind. Fundamental resemblances Ta. supericial resemblances. A well-selected assortment of associated ideas; or # loose bundle of mental odds-and-ends? ‘Thought essociz- Hoa between ideas Will result in associsted recollection thereof, Corzele- tation of ideas an ald to memory. Contrast alds in recollection. When an ides occurs to ts, & host of relsted ideas sow tnto the mind, How this operates ia memory training. The indexing, of memory records de pends entirely upon totelligent assoclation of ideas, Scliiply associa- tions. Entangle the thing you wish to remember in the net of as many associations aa possible, The steps in logical association of ideas. . tr enetensee . seeeves Page 138 LESSON XVI THE ART OF MEMORY The working principles of memory training. The lawa anderlring memory exercises, rules and methods.. The three principles of memory eficiency. The art 2nd ecience of eficiency. The ideal of efficiency. How to do the thing in the best way, and In the shortest thne. The rinciple of perception. Perception the first step of memory, The re- jation of sensations to perception. Different degrees of perception. We know only what “e have pemelred. We remember only that which we have percetved. ‘The closer the observation, the higher the degree of ereeption. ‘Che principle of association. Stored impressions aval! but ittle unless properly indexed., The mental letter-file, The mental con- cordance. ‘The principle of ‘recollection. Difference between remem brance and recollection. ... sees Page HE LESSON X¥It. THE PRINCIPLE OF PERCEPTION How we receive perceptions of the outside world. The senses are the channels of umpressions ‘The mechanism of perception. “Eiow fee pressiong reach the mind. Sense of Hearing. Sense of Smell. “Sense of aste, Sense of Touch, or Fecling. Sensation and consciousness, ‘The telegrsphic system of the mind. Sengation the raw material of knowl- edge. The mind ia ss dependent upon the nervous system, as a plant iz upon the sum, rain and air. What mind wonla be without sensations. What new senses would mean to the mental life. How new worlds would be opened to man by new channels of sense perception. ‘The im= portance of cultivating and developing correct perception. Clear percep- Stan the first requisite of ratiinet memory traning, your memory ds never clearer thin your perception... +Page 183 LESSON XVOE . DEVELOPING PERCEPTION A man experiences only what he perceives; and remembers onlywhat he has experienced. Perception n matter of education, practice And repeated effort. The evolution of the Perception of the individual, ‘he perception may be greatly strengthened and developed by tralning and edneation. Crercise and the use of the will in perceptive develop- ment, Increased sensitiveness to desirable impressions. Sight percep- tion. We leara to perceive by sight only by exercise and training. Sight perception to a marvelloas derree of eniclency ‘The sicht-perception of erception in specialists, Instances of highly developed sight-percep- ion. low Houdin, the I'rench conjurer, developed his power of sight- perceplion to a marvellous degree of eMiciency. The sight-perceptioa of artists, The sight-perception of women, regarding matters interesting to them. ‘Touch, taste and smell perception. . Page 16> LESSON XIX - PERCEPTIVE EFFICIENCY ‘The art of the cultivation of attention. Attention and efficlent per- ception. Attention follaws interest—attention awakens interest. Secur- “ing deep and clear mental impressions. Attention is the mother of memory, &nd Interest 1s the mother of attention, To secure memory, rst secure its mother and grandmother. We easily remember inter- esting things; and tend to forget uninteresting ones. Boys remember scores of games; men details of business; and women, love affairs-—all from the same reasons Learn to like the things you wish to remember, and your attention will register them. The interesting story of Agassiz, the great scientist. The principles involved in the story. The penei} ts the best cf eyes. Exercise in perceptive efficiency. Games developing perception. Valuable suggestions, ..., + eens Page 173 LESSON XX EFFECTIVE PERCEPTION The att of acquiring effective perception The valuable suggestions of Flaubert and Maupassant, the French authors. No two things ex- actly alike. The philosophy of observation and trained perception. Ex- ercises in effective perception. How to develop your perception by simple practice Analysis and synthesis. Excellent subjects for train- fng and exercise ia perception. Ear-perception Some persous hare excellent eye-memory; others, excellent ear-memory. Each form of per- ception requires special training. Combination of both forms of percep. tion Poor hearing often the result of poor perception. Practice and exercises developing ear-perception, will also lmprove the hearing in many cases, One-half the cases of deafness Tesult from inattention. An amusing Mlustration of this principle. Exercises, etc. .-. Page 183 LESSON XXI POINTERS ON PERCEPTION Valuable ports of practice regarding the principle of perception. ‘The facility of recollection depents upon the clearness and strength of the impression, The depth and clearness of the impression depends upon the interest-attention, or attention-interest Always build a strong primary foundation impression; then baild subsequent impressiong around it. Let your primary impression consist of main facts, points, principles, etc. Omittmmg unimportant details Add the details in enb- sequent impressions Classify your impressions into divisions and sub- divisions. Original impressions should be intensified by frequent re. vivals ia memory. Strengthening impressions by reviving ‘the impression in memory, without reference to original object. Always associate a new thing ‘iz memory with old things. Importance of classification, se seeeeee ssesee Page 192 LESSON XX. EFFICIENT ASSOCIATION The wise man establishes many memory hooks of associat supporting a Jong chain of related facts aud things: the tenorant mo places but one object on a memory hook. Schemes af artifcial ansociy tion in memory systems, Most of them too cumbersome for use. Err. amples of such systems, and the fallacy of them explained’ Clone satire of the artificial memory systems. Some useful and efective pricem clples Of wenoclation stated and explained. Analyste; compartson; eyn- theale—in tha tive of associative memeriting (nterrorative anatysis is memery trainiog, Mocratic method. Exaniples lijgatrating the principle of Interrogatire Analysia Exerclass, The Keres: Questions. lew to wee thet io brisging oct and establishing facte. Iigber avalysia, The Sixteen Queationy of the suthor, An riceilest ayatem, 4.6 Vage 21 LESSON XXIIT ASSOCIATIVE EFFICIENCY The priseipte ef comparison, ta musoclative eMcleney. Analyel comparison; claseificatle all bumag thlaklog, The also give the key to assaciative emcleacy in memory treining How to eompare things The principle of compariied Miostrated. Differences and resemblances, Volante of resemblance and diferesce Opposites, or contradictorics. Hlow to link a thing In memory by polats of resem- tance to other things, Intelligent and anintelileent comparison. waye Nok the unksowg thing fo the thing already known well. The Rrinciple of differences. Iference and resemblance merely & rsiter of jegree, Itememberiog a thing Dy association with {te opposites, A pe= gallar, but valid, law of Bemorg. Cenerat comparison, Name, | Vtacr Sime.’ Shape. Utect. Use. Actions. Iustory, etc, .. eee Page 215 LESSON XX1¥ BYNTUETIC ASSOCIATION Byntheals the reverse of analysis. Classification, or Kenerslization. The drawers or compartments of tha mind, and what we pot into them. ‘Fhe mark of the acienting mind, The importance of mental ciassifics- nin memory training, It je mot so much a watter of kaowing @ thing, aa (o know where fo find {t. Making memory divisions and aab- ifying the contents of memory. Charting and dizgram- mlag the contents of memory. hnowing the sight drawer of memory i @ great accomplishment, Indexing and crons-Indezing your mental com- artments, The mental card-Index ezstem, The memory Mbrary-cata- ogue, tample: the xoological classification, Valuavie mental trainiag. he classes of men, nccording to the scientific system of ciasifeats Logical clanutficatiob. ..... Page 23 > LESSON XXV - EFFICIENT RECOLLECTION Recollection is a re-cotiection or re-calllag to contcloushess of somes thing prerlously experienced.“ dtecognition, and identiacation 1a, recol- jection. Recoguition (a really a reknowilog of a thing, Identification the Anal step ia recollection. Involuntary recollection. or remembrance. Yolgutary recollection 1s real recollection. Pecullaritles of recoliection, Always trngt your memory, and expect it to ald you Yo recalling im- preeslone when you desire them. are falth in your memory, aod it Will rise to the occasion Always seek the loose end of recollection, when trying to reeall a thing, Seek for the associated idea. Recall a art, and you will recal the whole. Using the Imagination ia zecoltec- Ure effort. How to dnd a missing loose end, Reaurrectiog @ train of thoughts sseseae “ oo o. veeteee ay LESSON XXVE EPYICIENT MEMORIZING ‘What memorizing means The best methods of memorizing. Cumulative Method ef Memorlsing, Adding one thing te wasther, ont sining by successive additions | Netara's own method of memorizing. quail begianinga; repeated small additions; review of the old. at time of each addition; ‘gradual increase in size of additions. ‘The sssociation of the old withthe new, The strengthening of the old, by frequent repetition. The gain in proficiency from repeated small aitditions.. ite view and practice Gain by review and frequent practice, Full direce Hons how to begin this method, Suggestions regarding selection of mas terial to memorize, How to take the second step. Ihe importance of review Work, Hivet each gtep as you procesd. Hold what you have gained, The third step. Succeeding steps. Full directions, etc, Page 246 xyLESSON NXVII HOW TO REMEMBER NAMES The causes underlying the frequent fallure to remember the names of persons. The cure for the trouble. The importauce of taking an in- terest in the subject of names. Very little trouble to remember inter- esting or pecullar names. Easier to remember “nicknames” than ordi- wary surnames How to cultivate am fnterest in names. The subject proves quite interesting when properly approached How to stidy Bamea so as to cultivate a keen perception and retention of them. Haw to group surnames in classes. Surnames derived from given names, What the suffixes “Lin,” “son,” ete, mean, Surnames derived from occu- pations. Surnames denoting qualities or persona! characteristics Sur- Hames derived from plants, or animals, or features of the landscape. Associative links to names. stetsenver tereeee reevees Page 253 LESSON XXVIII HOW TO REMEMBER FACLS Faces easier to remember than names. The reason of this. Great improvement In face-memory possible. Certain occupations develop this faculty wonderfolly. Revognition and recollection of fares—_the alt. ference, Llow to study faces so as to remember and recall them The prmctice of visualizing faces. Association o£ faces with other things, he etudy of physiognomy How to group features into classes and gub-classes Analysis, comparison end classification in the study of Social characteristics. No two human faces exactly alike The variou shapes and forms of faces. Seven distinct trpea of faces The classifi. cation of chins, The rarlous types of jaws The classification of moouths. The iofinite variety of eyes, and how to study them Ears, noses, hair. General appesrance of persons . ...0...0... . Page Mi LESSON XXIX NOW TO REMENMBIR LOCATION Certain faculties of the bratn are concerned in remembering loca. tion. How to cultivate these faculties Locality perreption, and loval- ity-memory low to perceive, and remember pisces positions locations, directions. etc Remembering the ah, of the lsaud,"" streeta, roads, watercourses landmarks ete The instinctive sense of location In som persons, High development of this faculty in seafaring men, hunters, trappers, explorers, ete Interest in places and locations Visuatizing travel Making mental journeys to various parts of the world, low to acquire the “homing sense." The study and making of maps. Practices snd exercises [oO perception and memory of places, dire tions and loca» Hons. Playing the game of travel. Low to travel tatefligently. ‘Tha “map habit’? General instructlons. . . . . Page 24 LESSON XXX he HOW, TO REMEMBER NUMBERS, COLOR AND TENE e faculty of numbers, Agures, calculation ete. The re tween numbers, How to strengthen the numperiacalty. The auayeot datea, prices, fcures, and (hinge related to numucra, Exercise ae ractice. The eecret af nuniber perception and mamber memory’ De fo proceed in developing the perception riemery of numbers, tie. ures, prices, dates, ic Siht and sound association” Rome lntertatene Uttle tricks’ of this form of memorizing Thedry and practicn rae cognizance, comparison, and recniiection of tbe ealors, hose itty ot abades of things. How to develop the color facnitles “The pads ie Color, “Table st volors, Primary colors’. Secondary colors, “Temlace telors, Neutral ecotora Hues elnta and shades Tiarrony ils we develop the faculty end memory of tune. Semorizing music te, Kaen oe LESSON XXX one of th MEMORY OF EveNTs ine of the most valuable phases ef memory, Th Fecollection of ereata, happeal re Bacte ante enema Salty ‘eaperience, ete. The chews EaitisetS Detahoeee ginckienta Sad Toei aad este Ets are SNE era peeof the happening cf things rempawt of propertion, qualities and ate iribates. The importance of developed powers of olservation. The im. portance of review werk In developing erent-memory. Wirections Tor Teviewing event Impressiony. The practice of “looking backward sei- retiscaty, aot what le gathed by ft. The experience of Toorlow Weed, the American stateeman How he cultivated a marvellous memory of events Tin syeiers expisined ‘Tralojeg the eudconmiove mind eys- Cematically, Mental rumination. Ceneral rales. ec ccerencecen POLE SID LESSON XXCIT - ASSOCIATIVE MrEwoOnY Pees Artitelal pews the tasteot many systema of mnerignies Fore prace Ural pece The topical ayatem. Elgnre alpnabeta, aod Row ther oper- ate. Marcifal aesoctation, and hew it works out. Carrelitives, and In- termetiite wotde, and the systers Bali] op on the lira, The theories ef Aspothe, fick, Lotette, ‘etc. Datewords Sembrook's systema of memeriring dates apd Meares, Racdd’s syetem of memorlting dates, tir, The weaknevs of tte “patent «ystema’ Troscerel verse metiods, Wwele advantages end dhadvantanes. Ceefet “jlantee” fn memoriztac. storia date Jingles, Jingle for memorizing dayt eet months Ler rerel memory Vat of Paciish sotrrelens, Uretmmatival Jingle. | How to tell when faster fata The parte of speech—dorgeret thyme far mem- erizing them, The colsrs of the spectruss redoced to a Rry-word. Sar- Kestlong and general advice cesvennes “9 Page 29LESSON I. MEMORY: THE MASTER KEY. The average well-informed person regards the memory as merely a useful mental faculty, acting in conjutiction with the other mental faculties in the varied processes of the human mind. Such a person is surprised to be informed, by the great authorities on psychology, that what we call memory is not a faculty at all, but rather is a peculiar quality or attribute of Mind which en- ables it to retain and reproduce the impressions made upon it by the outside world. Without ‘this quality or attribute, Mind would be unable to perform its important work, and all mental evolution and growth would cease. As Bacon has well said “All knowledge is but remembrance.” ] Knowledge is but a structure built Gp of separate mental bricks arranged in proper order according to an intelligent plan. Each brick has been a mental impression re- tained in the subconscious region and then re- called into the field of consciousness for use in building the structure of knowledge. Memory is far more than a faculty of the mind. It is the quality which enables the various facul- * ties to operate. No mental faculty can work un- less the memory provides the ideas which form the material for the work of the faculties, and even the memory cannot do this, unless it has first been supplied with the original i impressions 7MEMORY TRAINING which it stores away in its wonderful subcon- scious storchouse. What we call mental faculties are but areas or particular elements of the mind or brain, and each of these areas or elements has its own mem- ory—its own special section of the great subcon- scious storchotise. The faculties may be consid- ered as workmen in the great mental workshop, whereas the memory is (1} the machinery for the registering and recording of mental impres- sions; (2) the subconscious storchouse wherein these records are stored, and, in the case of the trained memory, systematically indexed and cross-indexed; and (3) the machinery for the lifting up into the conscious held of the mind the’ records so stored, when they are needed. Knowledge is defined as: “all that which is gained and preserved by knowing.” That whiclt is gained by knowing reaches the mind first asa mental impression of greater or less strength and power, The mind does not know the outside thing itself—it can know only the mental im- pression thereof. And such impression is made upon that part of the mind which forms the first section of the machinery, of the memory, i. ¢., that which registers and records the impression, in short, the memory. And, likewise, the know!- edge is preserved by the second section of the machinery of memory, i. e. the subconscious storehouse wherein the records are kept. And, finally, a thing to be known, in the fullest sense, must be capable of being brought into the field 2MEMORY: THE MASTER KEY of consciousness when recorded; and this is pos- sible only by the work of the third section of the machinery of memory, i. ¢., that which enables us to recollect or remember the thing. So, it will be seen, the memory is the very esscnce of the mind —the very key of knowledge—rather than a mere mental faculty doing is limited and special- ized form of work. The above facts being perceived and admitted, it will be seen that the cultivation and training of the memory is far more than a mere sharpen- ing of a particular mental faculty. Instead, it is really the cultivation and training of the mind it- self. Under the system employed in my institu- tion, and given in this series of lessons, the entire mentality is developed and cultivated with far less trouble and work than many so-called “Memory Systems” require for the mere learn- ing of some artificial and inadequate set of tables or diagrams designed to enable one to perform a few showy, spectacular feats of pseudo-mem- ory. Unless the entire mental machinery be well oiled and properly keyed-up to the work of true memorizing, by scientific methods, all these spec- tacular feats fail to benefit the person employ- ing them, As a pastime, these things are all very well, but unless backed up with trie mem- ory ettlture and training they are disappointing and apt to provoke only disgust on the part of those who have paid high prices for learning them, and who have expended time and labor in’ 9"MEMORY TRAINING practicing the so-called instruction> In Paris, in certain scientific circles, a common subject for jesting is the case of a well-advertised teacher of pseudo-memory systems, who while an adept in giving a showy stage performance, by “trick” methods, is notorious among his friends for his absent-mindedness and his poor memory regard- ing business matters, engagements, and the practical thing's of everyday life. - Not only is “all knowledge but remembrance,” but also all education is but memory. Every. thing that any person has ever really learned has been learned by reason of the machinery of memory. Without this machinery all teaching would be merely the pouring of water through 2 sieve. Education is not merely the imparting of information—the informatien must be caught up by the meshes of the machinery of memory, and caused to “stick.” Then the material so caught ‘and recorded must be stored away so that it may be found. And, finally, the machinery for find- ing and bringing it back to the field of conscious- ness must be working properly, else one may as well never have gained the information in the first place. - . To realize the all-important part played by the memory in education, one has but to try to imag- *_ ine the acquirement of an education without the work of the memory. Such an idea‘is seen, from the start, to be ridiculous, for the teacher would bé compelled to repeat, repeat, repeat, forever, without a single fact finding lodgment in the . 10SEMORY, THE KEYNOTE OF SUCCESS AND FORTUNE Develop and Strengthen Yourself by Studying : Practical Memory Training By THERON Q. DUMONT AUTHOR OF “PERSONAL MAGNETISM,” "“SUCCESS- _FUL SALESMANSHIP,” “MASTER MIND," ETC. Contains the Author's Latest Discoveries: THE SCIENCE-MEMORY, THE NATURAL METHOD OF MEMORY TRAINING ADVANCED THOUGHT PUB 168 N. MICHIGAN AVE, cHieago NCO ENGLISH REPRESENTATIVES L. N. FOWLER & CO. 7, IMPERIAL ARCADE, LUDGATS crnoys LONDON, ENGLANDCOPYRIGHT, 1915 BY ADVANCED THOUGHT PUB. CO., CHICAGO, HL.MEMORY: THE MASTER KEY mind of the pupil. As I have already said, such a process would be like an eternal pouring of water into a coarse sieve, for naught would be retained, and all would be wasted. The memory is like the fine sieve which catches and retains the solid material of the teaching, so that it may be sorted out, classified, and stored away for future . use by the wonderful processes of the memory machinery, as we shall see as we proceed. Not only is the education of each and every human individual dependent upon the presence and activity of memory, but even the simplest ~ Hife-activity of every living thing is equally de- pendent upon the same wonderful quality of the mind. Not only does reason rest upon it, but even instinct and automatic life action has its _ roots in the same soil, The lower forms of life, plant and animal, act almost entirely along the jines of instinctive mental impulse. As we rise in the scale we act with a greater degree of rational impulse, but "even in the highest man the instinctive activity manifests more frequently than does its rational associate. And even our habitual motions and ‘acts, originally acquired by education, tend to become instinctive, and sink below the plane of consciousness. But every subconscious, instinct- ive, or habit action is based upon memory. Evolution from lower to higher forms is now senognized as the course for all Yiving things, And all evolution consists is building upon foun- dations already laid. Al such life-foundations uMEMORY TRAINING are built with the cement of memory, and each stone thereof is firmly embedded in this cement which holds it firmly in place, and in relation to other stones. We recognize that each life-form is built up by inheritance from preceding forms, but we often fail to realize that all inheritance is simply racial memory. Every living thing is the result of all that has preceded it along the lines of inheritance, plus its own individual experi- ence. And the impressions which have come along the channel of the years, as instinct, have all come because of race-memory, just as truly as the individual experiences of the person are pre- served by reason of his individual memory. Without memory, there could be no thought, no knowledge, even no life—for iife without some. degree of mental action is unthinkable. It is not my intention or desire to lead you into the depths of scientific theorizing or speculation, in the above consideration. Such studies, while most important in themselves, are outside of the true field and scope of these lessons. I have called your attention to the important part played by memory in the mental history of the race—in the very life history of the work, in fact ~—merely that you may reconstruct your precon- ceived ideas of the nature and scope of memory. When you begin to realize just what an im port- ant part is played by memory in your own life. and in the life of all living things, then, and then, only, will you awaken to the value of the scien. tific cultivation and training of the memory, 12MEMORY: THE MASTER KEY A man is measured by his memory. No man is greater than his memory. No man is less than his memory. ‘ That which we know as indi- viduality--that wonderful something which dis- tinguishes one person from another—that mys- terious mental essence which has within it the power of character and personality—has its base in the depths of memory. Wipe out from the subconscious storehouse of the memory of a man all that is contained therein—the inherited char- acteristics and tendencies, the acquired traits and qualities—and you have wiped out the individu- ality and personality, the character and “self- ness” of thatman. What is left is simply a blank page—a nothing. Indeed, without involving our- selves in metaphysics, we may even go so far as to say that the very essence of that which we ‘call the soul of man is so bound up with that which we call memory that it is practically im- possible to separate them, even in thought. In short, dear student, you who are reading these words, YOU, yourself, are nothing more than a cotnbination of memories, racial and indi- vidual—memories of feelings, ideas, tastes, in- clinations, aptitudes; likes and dislikes; loves and hates; prejudices for and against; convictions, beliefs, ideas, ideals; habits of thought, feeling and action—memories one and all, imbedded in that wonderiul subconscious region of the mind or sow) which for want of a. better name we cal) Memory. Can you not see then that not only is mem- 18MEMORY TRAINING are built with the cement of memory, and each stone thereof is firmly embedded in this cement which holds it firmly in place, and in relation to other stones. We recognize that each life-form is built up by inheritance from preceding forms, but we oiten fail to realize that all inheritance 15 simply racial memory. Every living thing is the result of all that has preceded it along the lines of inheritance, plus its own individual expet- ence. And the impressions which have come along the channel of the years, as instinct, have all come because of race-memory, just as truly as the individual experiences of the person are pre served by reason of his individual memory. Without memory, there could be no thought, 10 knowledge, even no life—for life without some, degree of mental action is unthinkable. It is not my intention or desire to lead you into the depths of scientific theorizing or speculation, in the above consideration. Such studies, while most important in themselves, are outside of the true field and scope of these lessons. I have called your attention to the important part played by memory in the mental history of the race—in the very life history of the work, in fact —merely that you may reconstruct your precon- ceived ideas of the nature and scope of memory. When you begin to realize just what an import- ant part is played by memory in your own life and in the life of all living things, then, and then only, will you awaken to the value of the scien- the cifitivation wnt vratimg vi tne memory, 12