Assimilative Memory; or, How to Attend and Never Forget

We will try another case: You want to remember the number of plays that Shakespeare wrote. You know it is less than 50; but you wish to remember the exact number—it was 37. You experiment; you try the varieties of Inclusion, and among the rest you try Whole and Part; you find in the first two consonants of the name Macbeth the figures 37; but if you did not notice that Macbeth afforded you the means of always remembering that the Shakespeare Plays numbered 37, you would try Exclusion perhaps. If you look upon the attempt to ascribe the authorship of the Shakespeare Plays to Bacon as a mockery you would find in the first two consonants of that word the figures 37 through the operation of Exclusion; and if you recollect that the character of Shylock was played with great success at Old Drury, February 17, 1741, by Charles Maclin, you would find in the first two consonants of his name the figures 37 through Concurrence.

DUKE OF WELLINGTON AND NAPOLEON.

Napoleon Bonaparte was born in 1769. As a boy he was finely formed. “Shapely” (69) gives his birth-date by In. by A. and C. He evinced the opposite of the temper usually ascribed to the “Shepherd-boy” (69)—a birth-date by Ex. “Chaplet”—a wreath or garland signed for by him in his ambitious hopes—expresses his birth-date by Con. His death occurred in 1821. “End” (21) or “Undone” (21) expresses his death-date by synonymous Inclusion. “Nativity” (21) indicates it by Ex. Since he died from cancer in the stomach, he could retain very little food. “Indigestion” (21) makes his death-date by Con.

Wellington’s birth, in 1769, may be expressed by “Sheep-faced” (69), a term his own mother applied to him when a boy. In his childhood, he was blue-eyed, hawk-nosed, slender, and ungainly, “Chubby” (69), by Ex., expresses his birth-date. A more vivid concurrence can scarcely be imagined, since he and Bonaparte were both born in the same year, 1769.

These elaborate illustrations must indicate to any student how to apply the laws of In., Ex., and Con., so as to find analytic date and number words. Cases of Ex. give good practice, but are rarely ever necessary.

MISCELLANEOUS EXAMPLES.

Inclusion, as applied to the events of life possesses the same variety as in regard to words. In dates of the last and present century, the expression of the last two figures is sufficient. William Cullen Bryant was born in 1794. ’94 is found in the name Bryant, a case of Synonymous Inclusion. Aaron Burr killed Alexander Hamilton in a duel in 1804. As we know it was about the beginning of this century, this translation of the 4 indicates the exact date and is found in Aaron and relieves the memory of all doubt.

1. Who applied the term “sheep-faced” to Wellington when he was a boy?
2. What is the most vivid case of Con. here given?
3. Why do we not give a value to both l’s in the word “illness”?
4. What do these illustrations indicate?
5. What does inclusion as applied to the events of life possess?
6. Why is it not necessary to have a date-word to express the date of Hamilton’s death in which the 0 is indicated as well as the 4?

The Phonograph was invented in 1877. The expression of 77 is found in Cognate, and that indicates the resemblance of the human mechanism to receive sounds to the Phonograph; for both processes utilize vibrations, and are therefore from similarity of functions “Cognate” methods. How any one could forget analytic date-words is more than I can understand, especially when formed by himself.

1. What must be done when we wish to find date-words the events of which took place previous to the last century?
2. Can a person easily forget analytic date-words formed by himself?

Exclusion.—The first steamship crossed the Atlantic in 1819. 19 is found in “Tub” by Exclusion, as the most opposite to a steam-driven ship. Andrew Johnson was advanced to the Presidency on the death of Abraham Lincoln in 1865. 65 is expressed by Exclusion in the word “Shelved,” which means the opposite of promotion [or by two words, thus: (6) Johnson (5) Elevated]. “Mendacious” expresses by Exclusion the birth of George Washington in 1732, as indicating a youthful quality the opposite of that which he manifested, and by two words: (3) America’s (2) Infant. Other examples are given in subsequent pages.

Concurrence finds incidents or concomitants of a fact or event, something that by accident became connected with it. It may be a forerunner or successor, the cause or consequence, or a contemporaneous fact, etc.

William Cullen Bryant, from a fall, died in 1878. The last two figures 78 are found by Concurrence in the initial consonants of the phrase “(7) Cullen’s (8) Fall.” Cullen will be easily identified, as the middle name of Bryant. When Jefferson became Vice-President, in 1797, he wore the customary big-wig; and the first two consonants of “Big-wig” express by Concurrence that date.

Jefferson Davis disguised himself in the hood, shawl, and dress of his wife in 1865. “Shawl” by Concurrence expresses that date. The Constitution of the United States was adopted in 1787, which spells “The Giving.” To adopt the Constitution, it required the States to give their assent. They gave the Federal Government all the power it possessed. “The Giving” is therefore a case of Concurrence. A circumstance connected with settlements is selecting the site. Jamestown, Va., was settled in 1607, which spells “The Choosing.” This phrase relates to the settlement by Concurrence. Harvard College was founded in 1636, which spells “Teach Much.” Whether we take this phrase as describing the object or result of founding that college, it is a case of Concurrence. A college is sometimes called a seat of learning. Yale College was founded in 1701, which spells “Took a seat.” This phrase describes the locating of the college, and is therefore a relation by Concurrence.

(4) The pupil must seek analytic words which are approximately specific, as birth-date words must, where possible, relate to birth or juvenile events; marriage-date words, to events connected nearly or remotely with the marriage; date words for any other event in life or fact in history should, directly or indirectly, relate to such event or fact; and, finally, death-date words should refer to incidents which preceded, accompanied, or followed the fact of the death.

This rule, theoretically correct, must be very liberally interpreted in practice. This lesson furnishes numerous illustrative examples.

As shown heretofore, the pupil must know the facts, and the System will then help him to fix their date.

BIOGRAPHY, HISTORY, AND SCIENCE.

Much of the substance and pith of historic eras can be expressed in the analytic words, phrases, or sentences with which their dates are enunciated. If the foregoing and subsequent examples are carefully, not hurriedly, studied, the student can readily hereafter retain a great deal of the significance of facts, events, or epochs by his infallible recollection of the analytic expression of their dates. As with history, so with the arts and science, etc.

Population of the United States of America is now (1895) 67,000,000 = General Cultivation or Sharp Yankees. When dealing with the number of millions or thousands only, it is not necessary to express the ciphers. Pop. of Great Britain = 38,000,000, or (3) Mightiest (8) Folks; or Manufacturing Fabrics; or Money-making Freetraders. Pop. of Africa, 127,000,000 = The Negro Continent. Pop. of Bombay = 804,470 or Foreigners as a rule are English Citizens.

A gentleman in Bombay, who had to deal with complaints about water supplies there, told me the true population is 817,564, which he fixed by my method as follows: Frightful To Keep All Just Right.

Pop. of Calcutta = 840,000; or Viceroy’s Residential Seat. Pop. of India = 292,000,000; or India’s Population Enumerated.

Pop. of Australasia, &c., 4,250,000 = Our Independent Living Australians.

Pop. of Sydney (1891) = 386,400 = A (3) Most (8) Varied (6) Sheltering (4) Harbour (0) Has (0) Sydney.

Pop. of Hobart (Tasmania), 1891 = 31,196; (3) Many (1) Tasmanians (1) Eat (9) Hobart’s (6) Jam.

Pop. of Auckland (New Zealand), with suburbs, in (1891) = 51,287; (5) All (1) The (2) Inhabitants (8) Of (7) Auckland.

SPECIFIC GRAVITIES.

The Specific Gravity is the relative weight of a body compared to an equal bulk of some other body taken as a standard. This standard is usually water, for all liquids and solids, and air for gases.

1. Why could we not substitute the phrase “The Mercury Shield” for “The Mercury sold,” since “S” stands for “0,” and “h” has no value?
2. Why not use the phrase “White sealing” to express the Specific Gravity of Calcium?
3. Could the Atomic Weight of Silver (108) be expressed by the phrase “The Vase?”
4. If not, why not?
5. Would the phrase “The Silver Vase” be better?
6. In dealing with the length of the Mississippi, why do you not give the figure value of “W” and “E” in that part of the phrase which includes the words Waves Encroach?
7. Would you indicate this value by a cipher, then?
8. If not, why?

MOUNTAINS.

Mt. Everest [29,002] Named Upon a Survey Strictly Unique; or India’s Peak Is Certainly Unequalled.—This is the highest mountain on the globe; or India’s Boundary Summit Is Unapproachable. Kinchinjunga is 28,156 ft. high. We shall know what Mountain is meant if we omit the first syllable “kin.” Hence we can use the formula, “Next Everest Dawns Lofty Chinjunga.”

1. Are there any letters in the word “Ohio” which have a figure value?
2. Do you see any way by which you can make the word “Known” stand for 2 by my figure alphabet?
3. How can you infallibly retain these figure-sentences?

No one can have very definite or exact ideas of Geography who does not know the Latitude and Longitude of the chief Cities of the World.

EARLY TRAINING IN FIGURES.

If the mind-wandering mode of rote learning is no longer practised, but an assimilating method is substituted for it; if we abolish the “mind-wrecking” procedure of forcing immature minds into and through studies which they cannot comprehend, and which, therefore, create chronic habits of Inattention; and if the idea of numbers and their elementary processes are objectively taught, until habits of sure enumeration and calculation are formed, then, when the child reaches maturity, he will rarely if ever require any conscious aid in remembering a series of 2, 3, 4, or more figures.

WHAT MUST BE DONE FOR AN ACQUIRED ATTENTION.

In the case of those who have not inherited, but who have acquired, a great power of Attention, a decided benefit will ensue, however, if throughout life they occasionally use the System in regard to numbers and in learning prose and poetry by the Analytic-Synthetic and Interrogative Analysis Methods.

1. Will a pupil always require an aid to remember figures?
2. What is required of him in order to enable him to do away with any conscious aid?
3. What does a thorough training in my system accomplish in the meantime?
4. Will there ever be any necessity of using the figure alphabet?
5. Will not a decided benefit ensue to those who have acquired a great power of attention?

[It is a most misleading mistake to suppose that the principles of the following or either of the previous chapters are to be consciously and constantly used by the pupil, whether he be a student or a man of business. It is only used at all during the training period—rarely afterwards. But during the training period, I desire the pupil to make as much use of the devices and principles of the system as he possibly can—and the more he uses them the sooner he no longer has occasion to use them.]

A Congressman could not remember the name of Zachary Taylor, the twelfth President of the United States, but he could always readily recall his nick-name, “Rough and Ready.” In this case there was no revivable connection established in his mind between the name Zachary Taylor and the idea or image of the man known as Zachary Taylor—but there was a revivable connection in his mind between the name “Rough and Ready” and the idea or image of that man. Now the thing to be done to enable this Congressman to readily recall the name Zachary Taylor was to establish or make a revivable connection between the name Zachary Taylor and the image of him, or some characteristic of him, as it was known to that Congressman; or to connect the well-remembered name “Rough and Ready” to the usually forgotten name Zachary Taylor. This would be a device for helping him to revive this hitherto unrecallable name. But another and better way to aid him would be to strengthen his reviving power generally, so that he could readily recall the name Zachary Taylor as well as his other previous experiences; for there is no doubt that he had a record in his mind of the name Zachary Taylor; for whenever he failed to recall it, he recognised it the moment he saw it, or it was mentioned in his presence. This proved that he knew the name but could not revive it.

1. What difficulty did the Congressman have in connection with Z. Taylor?
2. What caused it?
3. What would have been his best aid to remember the name?

There are therefore two ways of helping the memory. (1) By a device resorted to in each separate case to help make a more vivid First Impression. Nearly all Memory Systems hitherto taught have only been such Devices; of little benefit except in the cases where they have been actually applied—mere temporary appliances, and many of them of doubtful value, devoid of any strengthening power. (2) By a Method of Memory Training. This is the unique character of my System. It is used as a device during the process of developing the latent powers of the Memory and the Attention, but the result of its use is to so strengthen the Memory that, as a Device it is no longer required. As a trainer my System operates in three ways. (1) It increases the general Impressionability, so that all First Impressions must be more vivid than they have ever been before. (2) It increases the general Revivability, so that First Impressions are more under the control of the will, and can be afterward recalled when desired. (3) It compels the Intellect to stay with the senses and thereby it abolishes mind-wandering.

1. Did he have a record of the name in his mind?
2. How many ways are there of helping the memory?
3. What is the first way?
4. The second?
5. What is meant by Memory Training?
6. What is the unique character of my system?
7. What is the result of its use?
8. In how many ways does my system operate as a Trainer?
9. What are they?

MODES OF ESTABLISHING CONNECTIONS.

Recollective Analysis is used to memorise a series of words or facts between every pair of which the relation of In., Ex., or Con. exists. It equally applies to a single pair of such words or facts.

Recollective Synthesis or Thoughtive Unification is used where no relation exists.

A revivable connection is established in such cases by means of a Correlation which always consists of one or more unifying intermediates. And the words, hitherto un-united, which are thus cemented together, are called Extremes.

1. When is Rec. Analysis used?
2. Rec. Synthesis?
3. How is a revivable connection established?
4. Have you carefully read every question at the bottom of the previous page, and thought out or written out answers to them?
5. Since questions are valuable helps to the learner, will you faithfully read all the questions hereafter in this lesson, and write out or think out the answers thereto?
6. What have the laws of In., Ex., or Con. enabled us to do?
7. Could all people have learned them by rote?
8. What affords the highest possible aid to the natural memory?
9. How are the deepest and most abiding impressions made on the Natural Memory?
10. What are the Memory-Senses?

EXAMPLES OF CORRELATIONS.

Make your own Correlation (different from mine, given below) between each of the following seven pairs of Extremes:

1. What must we do in order to make the memory retain the impression?
2. Does my Art do this?
3. Into what do I translate every case of Synthesis?
4. What does it then become?
5. What is a correlation?
6. Are correlations difficult to make?

Never Forget that this System serves two distinct purposes: (1) That it is a Device for memorising any Isolated Fact or Serial Facts by means of mere Analysis, otherwise called Instantaneous Assimilation or memorised Correlations, as well as by other means. (2) And that by memorising and repeating for a considerable period Analytic Series, and especially by making and memorising one’s own Correlations, it is an unequalled system of Memory-TRAINING. Let the ambitious Pupil learn as many examples as I give in the lessons in order to so strengthen his natural memory that he will no longer have to use the device for memorising, his natural memory permanently retaining all he desires to remember. This result comes only to those who carry out all the directions with genuine alacrity—not shirking one of them.

1. Do all persons find them easy?
2. What persons do not?
3. Can such persons become expert in making them?
4. How?
5. Make an original correlation of your own between these extremes.
6. To what may all possible cases to be remembered be reduced?
7. What are Isolated facts?
8. What two distinct purposes does my system serve?

ANALYSIS AND SYNTHESIS COMPARED.

It is sometimes asked, cannot “Analysis” cement together unconnected “Extremes”? This question implies a contradiction of terms. I reply, “Yes, by accident, and by accident only.”

Analysis is declaratory—Synthesis is constructive. Analysis discovers and describes the relations actually existing—Synthesis applies connecting intermediates where no relations previously existed, and then Analysis characterizes the relations introduced by the cementing intermediates.

1. To whom only does this result come?
2. What question is frequently asked?
3. What is the reply?
4. Is analysis declaratory?
5. If so, why?
6. Is Synthesis constructive?
7. If so, explain why?
8. Why is the first lesson called Rec. Analysis?

Every Correlation is a Synthetic Series. It can be and should always be analyzed, but Analysis never makes a Correlation. That is the function of Synthesis. Since “extremes” are words with no relation between them, Analysis cannot find what does not exist. But accident sometimes makes a spelling or letter relation between the “Extremes,” and then Analysis can memorise these “extremes” by means of such accidental relations. To illustrate:—

To remember which of the University crews wears dark blue and which light, we can note that the vowel “I” belongs alike to Cambridge and “Light” and is absent from Oxford and “Dark.”

Take a case in Trigonometry—a Complement is what remains after subtracting an angle from one right-angle. Take 60 degrees from 90 degrees, and we have the complement 30 degrees—a Supplement is what remains after subtracting an angle from two right-angles. Take 120 degrees from 180 degrees and we have the supplement 60 degrees. How to remember that “Complement” relates to one right-angle, and “Supplement” relates to two right-angles, is a difficulty for a poor memory. Looking at the accidents of the subject, we see that Supplement and two right-angles have a relation in this, that Supplement begins with S and two begins with T. S … T. Hence we must remember that Supplement relates to Two right-angles, and, of course, the word Complement to one right-angle.

Or to use the Synthetic Method: “Complement (compliment) … praise bestowed … prize-winner … won … one right-angle” (Complement completes right-angle … one … right-angle) or “Supplement … supple … bend double … ‘two double’ … two right-angles” (Supplement … added to … more than one right-angle … two right-angles).

1. What is every correlation?
2. Does Analysis ever make a correlation?
3. Why would not “A” make a good In. by sound with “Anchor” on preceding page?
4. Is the method of remembering by accidental coincidences always reliable?
5. If not, why?
6. Are there cases where it cannot be used?
7. Make an original correlation between “Mitral valves” and “left.”
8. How does the accidental coincidence in connection with the University crews compare with Synthesis?
9. Does this method make an impression on the novice at first?
10. Does the novice adhere to it?
11. Why?

By memorising a Correlation, you so unite the two extremes in memory, that you need not afterwards recall the intermediates. The intermediates drop out of the memory by what Prof. E. W. Scripture, Psychologist, of Yale University, calls the Law of Obliteration.

1. Why does the method fail?
2. Is it difficult to retain the steps of an argument in the natural memory?
3. Can you give any instances in your own experience where Analysis has helped you to cement Extremes together?
4. Can such a method act as a means for aiding the memory?
5. How would I manage the case spoken of?

To memorise a Correlation you must at first, if your Natural Memory be weak, repeat from memory the intermediates forwards and backwards, as:—Anchor … sheet-anchor … sheet … bed … Bolster—Bolster … bed … sheet … sheet-anchor … Anchor, at least three times each way. These six repetitions from memory, three forward and three back, are only required at first. In a short time you will infallibly remember every Correlation you make; at last, the memory will become so strong, that you will no longer have to make Correlations at all. After you have repeated the Correlation, then repeat the two extremes, thus—“Anchor” … “Bolster.” “Bolster” … “Anchor.” “Bolster” … “Anchor.” “Anchor” … “Bolster.”

Nothing else is so easy to memorise as a Correlation, for a Correlation is not a “mental picture” or “story”—it is neither a proposition, sentence or phrase. It has no rhetorical, grammatical, argumentative or imaginative character. It is simply an elemental primordial Psychological Sequence of Ideas in which one includes another, excludes another, or in which one idea has been so often or so vividly united with another in past experience that the two are inseparably connected in memory—and a little practice in making and memorising these Correlations soon makes it impossible to forget them.

1. What is the result of uniting two unconnected “Extremes” by means of a developed Analysis?
2. What are the first steps in memorising a correlation?
3. How long are these repetitions required?
4. What will be the result in a short time?
5. What will be the final result?
6. Are correlations easy to remember?
7. What is the result of making and memorising them?
8. When does the most vivid concurrence take place?

ASSIMILATIVE ASSOCIATION AND MEMORY.

And, if this be so, then memory must be very greatly improvable, since no mental power is susceptible of so much improvement as assimilative association.

A good memory, whether natural or acquired, belongs to quick and vivid associability and revivability rather than to mere inherent and perpetual physiological record making.

After a certain number of experiences the child learns the appearance of a square. All his future experiences, however varied, of squares become affiliated upon, or connected with the record of this original square. If each new square had to be separately impressed on the brain as a distinct and independent physiological record, it would take as much time and trouble to learn every new square as it did to learn the first square. But the instant recognition of every square after learning the first one shows that the old brain record is used in the case of each new experience of squares or that the new square is interpreted by the old or original record through the Laws of Association. Again: Taking the prefixes com., de., im., op., re., sup., &c., which are used in thousands of cases, and the suffixes ment, sion, ible, ibility, &c., also used in thousands of words, and using these in connexion with the root word “Press” we have compress, depress, impress, oppress, repress, suppress, and also compressible, depression, re-impress, suppression, impressment, &c.

Must a new physiological record be made for each form of the sixty or more words of which Press constitutes the base, and must a new record be also made for each of the prefixes and suffixes in the thousands of combinations in which they occur? No one believes any such absurdity.

If space permitted it would be easy to offer additional considerations tending to show that after infancy and early youth new acquisitions are mainly made by combinations and recombinations of ideas already possessed, and not by new and independent records physiologically reimpressed on each occasion.

1. Never make a correlation except in conformity to In., Ex., and Con. Carelessness here is fatal to success.

2. When the pupil reads a correlation of mine, he should indicate the relations between the words by writing in the figures 1, 2, or 3, and he should pursue the same course with his own correlations.

3. Ofttimes “extremes” are in different planes of thought, so occasionally three intermediates are necessary to cement them; two are often required; but after considerable practice in making correlations one usually suffices.

1. What is fatal to success in making correlations?
2. What do the figures 1, 2, and 3 indicate in Rule 2?
3. How many intermediates should there be?

4. A correlation is a successive advance, and an intermediate must not refer back to any except its immediate antecedent, never to its second or third antecedent. A pupil wrote:—Short steps … stepson … real son … more a son … Morrison. Here, “more a son” refers to the comparison between “real son” and “stepson,” but the latter is the second antecedent so the correlation is a defective one. He might have said: Short steps … stepson … Morrison.

5. A word may be used twice but never three times. Pen … pensive … gay … nosegay … Nose. Here “gay” is properly used twice, and after that, it is dropped and you can go on with the rest of the word, to wit, nose.

6. A compound phrase including a verb is rarely allowable, since the intermediates must be the simplest elements, either sensations or perceptions [relations among sensations] or abstractions [relations among relations], or one of these with either of the others, always exemplifying either In., Ex., or Con.

8. Vivid Ins. by meaning are better than Ins. by S. (the latter when used, should be as perfect as possible). Ear … Eel makes a weak In. by S. to some persons, but it would make a much more vivid first impression to most persons to deal with them in this way: Ear … (w)ring … twist … wriggle … Eel. But “Bivouac … aqueduct” is a perfect In. by S. as to the last syllable of the former and the first syllable of the latter, since those syllables are pronounced exactly alike. We may connect Bivouac to Rain thus: “Bivouac … aqueduct … flowing water … falling water … Rain.”

9. Never—in the early stages of the study of the System—make a second Correlation until you have memorised the first.

10. Although making and memorising Correlations serves the useful purpose of fixing specific facts in the memory, yet the main object in making and memorising Correlations is to develop the latent power of the Natural Memory to such a degree that all facts are hereafter remembered without the aid of conscious Correlations.