Miller's Mind training for children Book 3 (of 3) / A practical training for successful living; Educational games that train the senses

Experiments in Chemistry are its most interesting phase. Let its problems take form in your visual mind and you will add to the enjoyment and also the ease of your understanding.

A teacher of this subject, after appreciating the value and ease of visualization, worked out picture combinations of atoms which helped him greatly. He could see the two atoms of Hydrogen floating through the air and combining with the atom of Oxygen and could see the result of the combination.

Using the Initialing Idea

The ideas which have been given in this and the preceding books can be applied in many ways to the problems of any subject. There is no attempt on the part of the author to work out all applications, but merely to suggest a few possible ones and leave the rest to the student. Each will think of different methods, and those aids which each one works out for himself will be most valuable and most easily recalled.

The Elemental Substances

The six elemental substances of the organic world are: Carbon, Hydrogen, Nitrogen, Oxygen, Phosphorus, and Sulphur, which can be easily remembered by the following: The Organic World—Can Have No Other Principal Story.

The initials of each of the words following "World" stand for one of the elements.

Chemical Formulae

Remembering of chemical formulae can be simplified very greatly by reducing the formulae to an idea using the initialing plan; for example, the formula for Wood Alcohol is CH3OH. This formula in itself has no meaning, and is difficult to carry in mind. By using the initials you can easily make some ideas which will represent this formula and help you to remember it, as for example: CAT HAD ham ON HAND. In this formula the C of Cat stands for Carbon, the H of Had for Hydrogen; Ham being a Code Word for 3 is indicative of 3 atoms of Hydrogen, and the O. H. is represented by the O and H of On Hand.

The formula for Glycerine is C3H5(OH)3, and can be remembered by the following idea: COME HEEL O HAM. In this example notice that the first letter of the word initials the substance and the last letter the number of atoms by the number code. As COME: C for Carbon, and M for 3. HEEL: H for Hydrogen, and L for 5. O for Oxygen. HAM: H for Hydrogen, and M for radicle 3 times. Use whichever method suits you best.

The formula for Carbolic Acid, C6H5OH, or CASH HAUL O, HAY. The formula for Benzine, C6H6, or CASH HASH.

Hardness of Substances

It is often valuable to know the degree of hardness of different substances, and these can easily be remembered by the following list. In degree of relative hardness the list is as follows, the hardest coming first.

Take Kaolin as a basis. The number opposite each substance in the following list indicates its comparative degree of hardness in relation to Kaolin:

In the list you have ten substances. Kaolin, the base, is 1, Rock Salt is 2, which indicates that Rock Salt is twice as hard as Kaolin. Iridium is 6, and six times as hard as Kaolin. Diamond is 10, which means that it is ten times as hard as Kaolin.

Learning this list by picturing reminders with the word of the Code list will enable you to easily recall these ten substances and the degree of hardness compared with Kaolin.

Atomic Weight Table

Some students of Chemistry have learned the entire list of elements and their atomic weights. The following are a few examples of how the list can be arranged and learned. It will be excellent practice for you to use this method and make a list of your own.

Learning Foreign Vocabularies

The principle of using a reminder can be applied with advantage in learning a foreign language. The majority may learn foreign words more easily and permanently by the Reminder Link. In this case the reminder is the connecting link between the English word and the foreign word. Those who usually learn foreign words only by laborious repetition will find a saving of time in learning by the reminder link.

Spanish words:

Latin Vocabularies

Latin is the base from which most modern languages are derived, and you will find in English a very large proportion of the words taken directly from the Latin source. This makes the learning of Latin Vocabularies simpler than any other.

In a great many cases the word is a direct derivative and needs no reminder or intermediate step; for example, the Latin word ANIMAL is the same as in English, although pronounced differently; or Latin: ORNAMENTUM, and the English ORNAMENT. Be resourceful, draw upon your imagination. Note the following suggestions:

German Vocabularies become very much less difficult if you search for an intermediate step or reminder:

Studying Music

The visual memory is the best memory for music. Many of the better musicians who learn music readily and remember it well have the visual memory. They can see the page, the bar, and the notes in the mind's eye. This ability can be developed in the child by the use of the exercises for visualization given in the first book. When the child begins to study music give part of the time to practice of visualizing and memorizing music.

First, teach him to visualize a perfect clef. Draw imperfect ones on paper or slate and have the child tell what is the matter with them. Draw different notes and have him become thoroughly familiar with them by reproducing them. Have him draw the whole, half, quarter, and eighth notes, etc.

Teach the child the division of time by grouping the notes with reference to beats. Write a line of notes and have him divide them into groups of whole note value. Then indicate a certain time to be followed and have him divide other rows of notes into bars in accordance with the time indicated.

Teach the child the different rests by the same visual process. Have him write bars of music using the different rests and completing the bar of given time by filling in with the proper notes. Teach the use of sharps and flats and the difference in signatures by the same visual process. Let all practice be simple in the beginning and increase in complexity as he grows older.

Teach the child to combine the use of the eye and ear in musical practice. Have him transfer ear impressions to visual ones by seeing the notes on a staff as he hears the tone. Write a few bars of a familiar tune and have the child tell what it is.

Another application of the visual memory is to look carefully at the staff, then close the eyes and see it in the mind's eye, then look back and correct and improve the picture. Another plan is to see the staff exaggerated in size, covering the entire wall of the room. This exaggerated picture can be colored according to the above suggestions.

It will be helpful to take the piece which is to be memorized, and after fixing the picture of it in mind write it upon a blank staff. Keep improving this written copy of music, writing only that part of the score which is seen clearly. These methods will help to improve the visual ability to carry a picture of the page; and continuous practice with them will help in improving the ability to memorize in this way.

Be systematic in all your efforts. It is best first to memorize the words, then the air, then the technical part. A thorough understanding of the composition and its general plan will be of assistance.

In learning songs apply the principles given in the second book, and learn the words thoroughly. This will enable you to devote all of your time and attention to the technical part of the music. When you do not know the words thoroughly your attention is divided between learning the technical part of the music and recalling the words. Better master one thing at a time and do that well.

Speaking in Public

When you have trained your child's memory and created in his mind a feeling of confidence that he can remember what he wishes to say, there will be very little embarrassment connected with speaking in public.

Teach the child to use the Hitching Post idea in all matters of public speaking.

This subject was covered in Book Two and the following sample outline of the points of a talk "Hitched" to the Code Words will be helpful.

A patriotic speech made after the Declaration of War with Germany.

1 (Tie)—Volunteering for Service.

Young men are taking off their ties and waving them in the air rushing into the Enlisting Office.

2 (Snow)—Great Need of Shipbuilders.

A partly built ship covered with snow which men are shoveling away so others can go on with the work.

3 (Home)—Public Speakers for Propaganda.

Speakers going from home to home calling out to people and addressing them.

4 (Wire)—Conservation of Food.

Boxes of food being wound around with wire so that they cannot be wasted.

5 (Wheel)—Stopping Criticism of Government.

Setting a lot of men gagged and bound upon a large wheel.

6 (Sash)—Increasing Production.

Factory boss offering a wide, red, white and blue sash to the worker who makes the greatest increase in production.

7 (Egg)—Lend Your Savings.

Putting your savings in a large Egg and taking out Liberty Bonds.

Be original and make an effort. You will soon learn that these simple pictures will recall the points of the talk in the order in which you have arranged them. The hint is all the mind needs, if it gets the right start you will be able to say what you wish.

Review Your Studies

An excellent method of mental development is to make a practice of recalling the occurrences of the day each evening. This is especially important for students. Time should be taken to sit quietly and review the facts and ideas of the day's lessons. Here is an excellent opportunity to urge your mind to think them over for yourself. There can be little growth of knowledge without independent thinking.

Review as much in detail as possible all of today's lessons before starting on the new. One reason you do not remember more of what you see, read, or hear, is that you do not review it. Reviewing carefully will very largely increase your stock of knowledge. It is not unreasonable to expect that some of the facts or experiences of the day's work and lessons will later become as important and valuable as a business man's papers. He does not hesitate to take time in the middle of the day to file these papers, or even to carry them to the vault. Teach the child to take a few minutes in the evening and review the occurrences of the day and you will be surprised to see his mind begin to take on the retentive power of a vault.

The necessity of repetition will never be eliminated; it may by better methods be reduced to a minimum, but cannot disappear entirely. Some knowledge must be so familiar that it can be used habitually (by the subconscious mind) without the necessity of conscious effort, and this cannot become true without repetition.

Review Improves Observation

Another result which is far from unimportant is the fact that this effort will develop the ability and the inclination to take notice of things as they transpire. Many examples can be given of the extreme value of this exercise, as the experiences of Thurlow Weed. He had the ambition to become a politician, but lacked one necessary requisite—a retentive memory. The above idea was suggested to him by his wife. Mr. Weed practiced by recalling to his wife in the evening all the circumstances and happenings of the day. He was so greatly repaid for this effort that he continued this for many years. Mr. Weed says, "I am indebted to this discipline for a memory of unusual tenacity. I recommend this practice to all men who wish to store up facts and expect to have much to do in influencing men."

A Word to the Student

The greatest lesson of education is thought. The thing you should be striving for and working toward is the ability to think clearly, logically and deeply. One of the greatest aids is the knowledge which is stored in your brain and which you are all able to recall at will.

Your brain is not like sticking plaster, it is like putty; you must make an impression of the things you wish to retain. To make these impressions will always require an effort, no help will ever be devised which will enable you to remember without effort.

The ideas given to you in this book are aids, and you should become able to use them as such. The principles of memory are scientifically accurate and you need to become familiar with them and to use them to add to your success in study and progress.

Do not be like the carpenter who "is too busy to sharpen his tools," or like the drowning man who refused to grasp the rope because he feared it was not strong enough.

Use every idea that proves helpful and apply it in every possible way. There is no intent to give here all of the applications, but merely to give principles and to suggest one or two ways in which they have been used. The applications that are of most value to you are those you make for yourself. The principles will cover every need, if you will be resourceful in their use.

Get Out of the Rut

Make an effort. Insist upon your brain waking up and "getting on the job" and doing its share. The old method of "learning by heart" requires a maximum of time and mental effort.

This visual method requires only a minimum of time and mental effort.

Time is of the utmost value to you. Dr. James tells us that over seventy-five per cent of our Mental power is dormant, asleep. Stir yourself. Put a Maximum of Mental Effort into a Minimum of Time; develop an accurate and retentive memory—a worthy servant to be at all times relied upon—the very foundation of your success. You can work wonders with yourself by intelligent and persistent effort.

The Capacity of the Visual Memory is Unlimited.

Faith is the Atmosphere in which Success lives.

Kill Mental Laziness. It has always been fatal—it is as deadly NOW!

It Can Be Done

Somebody said that it couldn't be done,

But he with a chuckle replied,

That maybe it couldn't, but he would not be one

To say so until he tried.

So he buckled right in with a bit of a grin

On his face; if he worried he hid it,

He started to sing as he tackled the thing

That couldn't be done—and he did it.

Somebody scoffed, "Oh, you'll never do that—

At least, no one ever has done it,"

But he took off his coat and he took off his hat,

And the first thing we knew he'd begun it.

With a bit of a grin and a lift of his chin

Without any doubting or quit it

He started to sing as he tackled the thing

That couldn't be done—and he did it.

There are thousands to tell you it cannot be done,

There are thousands to prophesy failure,

There are thousands to point out, one by one,

The dangers that wait to assail you;

But just buckle in with a bit of a grin,

Take off your coat and go to it;

Just start in to sing as you tackle the thing

That cannot be done—and you'll do it.

—Edgar Guest.

While you are thinking it can't be done—somebody else is doing it.