3 
 
<^D^ ^ i 
 
 THE 
 
 SCIENCE OE MEMORY 
 
 FULLY EXPOUNDED. 
 
 FOR THE USE OE STUDENTS, MINISTERS, PUBLIC 
 SPEAKERS, etc. 
 
 BY 
 
 B. LYON WILLIAMS. 
 
 "Memory is the lamp of existence; without it the mind would be a mighty 
 wilderness canopied in everlasting night." 
 
 "It is the aliment on which the mind is nourished." 
 "The soul's log on the voyage of Life." 
 
 ENTERED AT STATIONERS' HALL. 
 
 LONDON : 
 
 JAMES NISBET AND CO., 21 BERNERS STREET, W. 
 
 1866. 
 
<U/66 
 
 LONDON 
 
 MITCHELL AND HUGHES, PRINTERS, 
 
 WARUOUR STREET, W. 
 
 My +h' 
 
 
 

 TO HIS GRACE THE 
 
 LORD ARCHBISHOP OF CANTERBURY, 
 
 THIS VOLUME IS, BY KIND PERMISSION, 
 
 DEDICATED, 
 
 WITH PROFOUND RESPECT, 
 
 BY HIS GRACE'S 
 
 MOST HUMBLE, AND MOST DEVOTED, 
 
 OBEDIENT SERVANT, 
 
 THE AUTHOR. 
 
Notice is hereby given, that any Person infringing on the 
 Author's rights under the Copyright Act, will be imme- 
 diately proceeded agatnst. — See Cap. 45, anno quinto et 
 sexto, Victorias Regince. 
 
TABLE OF CONTENTS. 
 
 INTRODUCTION. 
 
 Pa?e 
 
 The subject a regular study in ancient times. — The great 
 philosophers by whom it was most cultivated. — Yiews of 
 modern philosophers on its importance. — Duty of all to 
 cultivate it regularly. — Popular method useless and ma- 
 lefic. — Wherein a good memory consists. — All knowledge 
 liable to fade from the mind's command. — The necessity 
 of earnest attention to receive a concatenation of deep 
 impressions. — Impressions of things, by what regulated. — 
 The operation of the mind in remembering a subject 
 varies in different persons. — The present frailty of the 
 faculty will be obviated in a higher state of existence . . 17 
 
 CHAPTER I. 
 
 The perfection of man in his construction. — The body subor- 
 dinate and tributary to the mind. — The brain, the mind's 
 medium of communication with material nature, and 
 their intimate dependence on each other. — The brain 
 should be cultivated in order to promote the facility and 
 strength with which the faculties operate. — The memory 
 
VI TAHLE OF CONTENTS. 
 
 Page 
 
 will participate in the improvement directly, and further 
 indirectly through the increased strength of the other 
 ilties, — Observations on the conduct of the body and 
 mind. — The causes of ideas fading from the mind. — By 
 the cultivation of the memory the other powers of the 
 mind will benefit 32 
 
 CHAPTER II. 
 
 The mind's attributes. — The nature of ideas. — Ideas divided 
 into two great classes. — Three propositions hence ensue 
 for remembering them in combination. — The facility 
 with which ideas unite dependent on their affinity. — 
 Hules and exercises on associating ideas under the three 
 propositions 42 
 
 CHAPTER III. 
 
 The deepest impressions received through the senses. — Na- 
 ture of abstract ideas. — Rules for associating them. — 
 Exercise of substantive and abstract notions. — The same 
 tciations not equally useful to all. — Exercise entirely 
 of abstract notions 66 
 
 CHAPTER IV. 
 
 mite according to certain laws. — The tendency of one 
 idea to recall another no guarantee of its doing so. — The 
 a on which ideas unite in the mind. — A thorough 
 knowledge of them important. — Remarks on the appli- 
 cation of the principles 73 
 
TABLE OF CONTENTS. VII 
 
 CHAPTER V. 
 
 Page 
 
 The difficulties found in remembering numbers cannot be ob- 
 viated without resorting to expedients. — Dr. Grey's plan 
 the first step in their removal. — Its deficiencies. — Plan 
 proposed to meet, as far as possible, all requirements. — 
 Example exercise of forty figures. — Its application to 
 dates, etc 8:s 
 
 CHAPTER VI. 
 
 The power of localizing ideas ever active in the mind. — In- 
 stances in support of the argument. — This principle of 
 the mind noticed and improved to their advantage by 
 the ancients. — The efficaciousness of the plans conse- 
 quent on their simplicity 93 
 
 CHAPTER VII. 
 
 Directions for the formation of a set of "localities." — Their 
 use explained. — Defects in the ancient plan of prompters. 
 — These obviated here. — Set of one hundred prompters. 
 — Care should be bestowed on the selection of the set for 
 permanent use 98 
 
 CHAPTER VIII. 
 
 The prompters should be most perfectly acquired. — The pur- 
 poses to which they are applicable. — How to remember 
 a sermon or lecture by their aid. — Plan for remembering 
 prose. — Poetry divided into two kinds. — Exercise of that 
 with natural sequence. — Exercise of a piece with a mini- 
 mum of sequence 105 
 
Vlll TABLE OF CONTENTS. 
 
 CHAPTER IX. 
 
 Page 
 
 The length of time things are remembered dependent on the 
 impressions they produce. — Directions for forming deep 
 impressions. — Writing out a subject not the best plan to 
 impress it on the mind. — Casual ideas should be jotted 
 down to preserve them. — Hints to ministers, lecturers, 
 and public speakers on the art of delivery. — Observations 
 on reading. — To remember the chief contents of a book. 
 Conclusion 114 
 
 Appendix 133 
 
PREFACE. 
 
 It has been most judiciously observed by a writer in 
 the Encyclopaedia Britannica, that " in modern times 
 the subject of Mnemonics does not seem to have 
 generally received that amount of attention which 
 its importance demands." This is accounted for by 
 the reason that the professors of the art " have had 
 more in view the exhibiting of mere feats of memory, 
 than to apply the principles of the art to matters of 
 real value and importance." Their systems have 
 invariably been more showy than useful, and have 
 been adapted principally to one or two subjects, 
 wherein they have afforded more or less aid ; but for 
 the general purposes of education, reading, and 
 study they have been wholly inapplicable; hence 
 has arisen a degree of suspicion and distrust as to 
 the capabilities of the art, however judiciously treated, 
 which may be said to be most unfortunate. 
 
 Many works on Mnemonics have appeared during 
 the last half century, one or two of them containing 
 much valuable information, one or two ushered into 
 
X PREFACE. 
 
 the world Tinder high-sounding titles, and written 
 with such stultifying arrogance that little was to be 
 expected from them, and they improved the subject 
 accordingly. The remainder of the treatises may, 
 with truth, be characterized as wholly worthless, 
 put forth not with the intention and for the purpose 
 of instructing, but merely to excite curiosity, and 
 act as decoys to the study of private systems. 
 
 Some have professed to teach in an hour or so 
 " systems'" that should, without trouble, radically 
 and permanently improve the memory, but it is 
 hardly necessary to say that such so-called systems, 
 which merely consist of a substitution for figures 
 and a few prompters, form no exposition of the 
 science, and are utterly useless to accomplish the 
 many things professed. Indeed, it is so reasonable 
 as to be at once apparent to all, that to explain the 
 various laws on which the memory acts, and to give 
 it effective and practical aids, constitute a distinct 
 study, and cannot be acquired from a few cursory 
 directions. Much weighty testimony has at times 
 been adduced in commendation of these yclept 
 systems, and has been triumphantly pointed at in 
 proof of their usefulness. But, such eulogiae are 
 easily explained from the fact that the propounders 
 of these " systems " merely followed, or modified in 
 some slight degree, the plans adopted by our saga- 
 
PREFACE. XI 
 
 cious forefathers, which, though only partially in 
 accordance with the natural laws, are nevertheless 
 found to afford such assistance in one or two simple 
 subjects, that the learners have been much struck 
 therewith, and hence have freely expressed their 
 wonder. Had such systems, however, been based 
 on a complete comprehension of the natural laws, 
 they would not all so surely have passed into desue- 
 tude and oblivion. 
 
 That the subject offers an ample field for enquiry 
 none will doubt; and that a treatise in which it 
 should be fairly, scientifically, and independently 
 treated would be a boon to society, seems equally 
 manifest. Indeed, a lucid explanation of the na- 
 tural laws of the memory, and practical aids based 
 thereon, would form one of the most valuable con- 
 tributions to educational literature that can be con- 
 ceived. 
 
 Feeling such to be the case, the Author has en- 
 deavoured in some measure to supply the existing 
 want, and he ventures to think this little work will 
 prove to be a fair and useful exposition of the sub- 
 ject ; and, while everything has been avoided that 
 might prove burdensome to the reader, he yet believes 
 that the principles of the science have been suffi- 
 ciently fully explained to enable any person of average 
 ability, and with a little perseverance, to bring his 
 
Ml PREFACE. 
 
 natural powers to a high degree of usefulness and 
 vigour. 
 
 To those, however, and they may not be few, who 
 turn to these pages in the expectation of finding 
 some passe-partout to accomplish anything and 
 everything without effort or difficulty, — to such it 
 is but fair to remark that they will meet with no 
 realization of their wishes. The ascent to excellence 
 is always steep and rugged, and this can prove no 
 exception to the rule. Effort and pains-taking are 
 required to help the memory with facility, and it is 
 sufficient to say, that the reward and advantages will 
 be more than commensurate with the labour be- 
 stowed. 
 
 The Author believes that the memory in the ma- 
 jority of individuals is capable of being brought 
 with diligence, by practice and judicious culture, 
 and with the assistance of such aids as an acquaint- 
 ance with the laws which regulate it readily indicate, 
 to such a degree of tenaciousness and perfection 
 that has only been found in a few celebrities, and 
 the practical means to effect which it has been his aim 
 to make clear. He has proceeded by shewing the 
 importance of this faculty in the economy of the 
 mind, its dependence on the general health and the 
 physical conditions of the body, and the necessity of 
 cultivating the tone of the nervous system, that is, 
 
PREFACE. Xlll 
 
 the brain, the pathway and avenue to the mind. 
 The operations of the mind in remembering, and 
 the laws that appear to govern it, are fully explained, 
 and such helps are afforded as can be easily conveyed 
 for assisting the memory. In truth, he ha^ wished 
 to supply all that science and art seem capable of 
 doing for the improvement and assistance of this 
 faculty, at least so far as the subject is understood 
 at present. 
 
 The object has been to explain the general laws 
 rather than to give their adaptation to universal 
 knowledge and the matters of every-day life, but, as 
 the latter will prove very easy when these laws are 
 fully understood, it has been left to the intelligence 
 and ingenuity of the student. 
 
 The contrivances for facilitating the operations of 
 the memory are so exceedingly simple, that the 
 merest child may understand and readily practise 
 them, and not only do they not interfere with and 
 hamper the natural workings of the mind, but, being 
 based upon the natural laws, they anticipate, pro- 
 mote, and greatly strengthen them. 
 
 Many, who cannot be congratulated on their 
 prescience or judgment, have decried as utterly im- 
 possible the formation of any plans or artificial aids 
 which can at once, simply and surely, assist the 
 memory. Man, however, has surrounded himself so 
 
XIV PREFACE. 
 
 completely with artificial adaptations for other pur- 
 poses in life, that he now lives in an atmosphere of 
 artifice, and will never remit his endeavours to 
 triumph still further over nature and the limited 
 state of his own powers. While he diligently uses 
 nature against herself, and opposes one part to over- 
 come another, there seems little limit to what he 
 may do in every department of her vast domain. 
 "We see he has artificial means for reading, artificial 
 light of various kinds, artificial means of talking, 
 artificial dental organs, artificial helps to reading for 
 the blind, artificial means to increase the hearing, 
 etc., and he will, no doubt, have many further artifi- 
 cial facilities yet, to augment his natural capabilities, 
 of which at present we have no conception. When 
 then we see that man, finding the powers that nature 
 has bestowed upon him inadequate to his numerous 
 and ever-increasing desires, has called in art, or a 
 knowledge of nature's laws, to assist him in so many 
 various ways, while nature has not said, " thus far 
 shalt thou go and no farther/' who shall authorita- 
 tively pronounce it impossible, when the laws by 
 which it is governed are fairly understood, to formu- 
 late aids for the assistance of the memory, one of 
 the very highest and most important of man's endow- 
 meir 
 
 But primarily, it is necessary that the laws which 
 
PREFACE. XV 
 
 regulate the memory in its natural workings should 
 be clearly comprehended, and any aids it is desired 
 to form must be based on these, and the more 
 directly such aids are founded thereon, the more 
 efficacious they will necessarily be. When these 
 laws are thoroughly understood and appreciated, and 
 suitable aids used, there will be no limit to the power 
 and the extent to which the memory may be charged, 
 except a person's patience and diligence. 
 
 As the history and gradual progress of the science 
 have already been satisfactorily considered in other 
 treatises on the subject, it has not been thought 
 desirable to reproduce them in this, as the object 
 has been rather to present all that appears necessary 
 and material to its practical elucidation, than to 
 divert the attention and encumber the reader with 
 the details and comparisons of previous plans. 
 
 Much that might prove interesting to the reader 
 in continuation of the subject it has been found 
 necessary to suppress, as it would otherwise swell 
 this little treatise to an extent not wished at present, 
 but if it should meet with the support and approba- 
 tion of the public, the Author would feel himself 
 encouraged in a subsequent edition further to enlarge 
 on it, with a view to increase its usefulness, and to 
 illustrate the mode of application to various branches 
 of knowledge. 
 
Wl PREFACE. 
 
 As some readers might feel desirous of making 
 enquiries on some points, the Author begs to say he 
 would be happy to reply to any communications as 
 far as time should permit him; and on the other 
 hand, should any person possess information relevant 
 to the subject that might seem interesting or useful, 
 he would gratefully acknowledge its receipt. 
 
 Bellevue Terrace, Southampton, 
 January, 1866. 
 
THE 
 
 SCIENCE OE MEMORY. 
 
 INTRODUCTION. 
 
 THE SUBJECT A BEGULAB STUDY IN ANCIENT TIMES — THE 
 GEEAT PHILOSOPHEES BY WHOM IT WAS MOST CULTIVATED 
 — VIEWS OF MODEEN PHILOSOPHEES ON ITS IMPOETANCE 
 — DUTY OF ALL TO CULTIVATE IT EEGULAELY — POPULAE 
 METHOD USELESS AND MALEFIC — WHEEEIN A GOOD ME- 
 MOBY CONSISTS— ALL KNOWLEDGE LIABLE TO FADE FEOM 
 THE MIND'S COMMAND— THE NECESSITY OF EAENEST AT- 
 TENTION TO EECEIVE A CONCATENATION OF DEEP IMPEES- 
 SIONS — IMPEESSIONS OF THINGS, BY WHAT EEGULATED — 
 THE OPEEATION OF THE MIND IN EEMEMBEEING A SUB- 
 JECT VAEIES IN DTFFEEENT PEESONS — THE PEESENT FEA1LTY 
 OF THE FACULTY WILL BE OBVIATED IN A HIGHEE STATE 
 OF EXISTENCE. 
 
 The subject to which this treatise is devoted is of 
 such manifest importance in all the operations of the 
 mind, that from the remotest ages it has attracted 
 the attention of the wisest philosophers. Indeed, it 
 would have been singular if those ponderous intel- 
 lects of the ancient world had failed to recognize 
 how greatly the mind is indebted for its fertility and 
 beauty to the strength of the memory. Their keen 
 eyes early observed it, and they bestowed much 
 attention to the investigation of this faculty; and, 
 
18 THE SCIENCE OF MEMORY. 
 
 finding its powers more limited than their require- 
 ments, they formed many contrivances for its assist- 
 ance. The discovery of the first principles of the 
 art is usually ascribed to Simonides, a poet of the 
 Isle of Ceos, who flourished about five hundred and 
 thirty years before Christ; but the manner of it 
 that is handed down to us is so purely mythological 
 and incredible, that it is unnecessary relating it here. 
 However, under whatever circumstances they first 
 appeared to his mind, to this early philosopher seems 
 undoubtedly due the honour of originating the first 
 system of Mnemonics, or a systematised plan for 
 assisting the memory by means of a local fixation of 
 the ideas. From his time the art gradually acquired 
 popularity, and was regularly cultivated by the ma- 
 jority of the great philosophers and their disciples 
 who succeeded him, of whom we may mention Es- 
 chylus, Socrates, Alexander the Great (in early life), 
 Plato, Aristotle, Demosthenes, Plutarch, Seneca, 
 Cicero, Julius Caesar and Quintilian. The atten- 
 tion bestowed upon it by these, the most illustrious 
 men of antiquity, is a sufficient testimony of the im- 
 portance they attached to this faculty ; and to such 
 an extent did some of them cultivate it, that thereto 
 they were mainly indebted for their elevation, great- 
 ness, and renown. Indeed, their wonderful memo- 
 ries have been the envy and the theme of admiration 
 *n all subsequent ages. 
 
 Modern philosophers, as well, have not been less 
 
THE SCIENCE OF MEMORY. 19 
 
 sensible of its importance, and they have borne wit-, 
 ness to it in most forcible terms. It is much to be 
 regretted, however, that those whose conception of 
 it has seemed the clearest, and whose remarks have 
 been most particularly pertinent, should not, while 
 possessing minds admirably adapted for the task, 
 have prosecuted their enquiries sufficiently far as to 
 have enabled them to have given the world a com- 
 prehensive analysis of the process of remembering, 
 with rules adapted for universal application, and 
 furnished such simple contrivances and suitable aids 
 as the nature of our wants suggests. The following 
 views of Dr. Watts on the importance of the memory 
 are very pregnant of truth and interest : — "So neces- 
 sary and so excellent a faculty is the memory, that all 
 other abilities of the mind borrow from thence their 
 beauty and perfection; for the other capacities of 
 the soul are almost useless without this. To what 
 purpose are all our labours in knowledge and wis- 
 dom, if we want memory to preserve and use what 
 we have acquired ? What signify all other intellec- 
 tual and spiritual improvements, if they are lost as 
 soon as they are obtained ? It is memory alone that 
 enriches the mind, by preserving what our labour 
 and industry daily collect. In a word, there can be 
 neither knowledge, nor arts, nor sciences, without 
 memory ; nor can there be any improvements in 
 mankind in virtue or morals, or the practice of re- 
 ligion, without the assistance and influence of this 
 
 b 2 
 
580 THE SCIENCE OF MEMORY. 
 
 power. Without memory the soul of man would be 
 but a poor, destitute, naked being, with an everlast- 
 ing blank spread over it, except the fleeting ideas of 
 the present moment."* The eloquent Robert Hall, 
 in speaking of it, calls it " a power that can make 
 amends for the speed of time, in causing him to leave 
 behind him those things which else he would carry 
 away as if they had not been." 
 
 The penetrating Dugald Stewart says, it is " a 
 faculty which is obviously the great foundation of 
 all intellectual improvement, and without which no 
 advantage could be derived from the most enlarged 
 experience." 
 
 Dr. Johnson also felt its great importance, and 
 has thus alluded to it : — " Memory is the purveyor 
 of reason, the power which places those images before 
 the mind upon which the judgment is to be exercised, 
 and which treasures up the determinations that are 
 once passed as the rules of future action, or grounds 
 of subsequent conclusions." Again : — " We owe to 
 memory not only the increase of our knowledge, and 
 our progress in rational enquiries, but many other 
 intellectual pleasures. "f 
 
 The great Locke, in his Human Understanding, 
 observes of it that, "It is of so great moment that, 
 where it is wanting, all the rest of our faculties are 
 
 * "Walls On the Improvement of the Mind. 
 t Rambler, No. 41. 
 
THE SCIENCE OF MEMORY. 21 
 
 in a great measure useless ; and we, in our thoughts, 
 reasonings and knowledge, could not proceed beyond 
 present objects, were it not for the assistance of our 
 memories." 
 
 To superadd anything to these just and eloquent 
 views of its importance, would seem impossible and 
 unnecessary. Should we, however, endeavour to test 
 the accuracy of these assertions by tracing the work- 
 ings of the memory in the various operations of our 
 own minds, we shall be surprised to find how entirely 
 we are dependent on its resources, and must acknow- 
 ledge that these philosophers have in nowise exag- 
 gerated its value. We shall not fail at once to re- 
 cognize that it is the parent of all our experience, 
 the source of fertility to the mind, whence spring 
 all its beauties; that by it all our plans, purposes, 
 desires, thoughts and reflections, are directed and 
 governed ; and further, that the tenaciousness of the 
 memory is the guage and the sure index of the 
 quality and vigour of the brain, and the strength of 
 the mind. 
 
 Convinced, then, of its paramount importance, it 
 would seem a duty on the part of all rightly consti- 
 tuted minds, to make its practical cultivation a fixed 
 habit, and a subject of constant attention; but to 
 accomplish this thoroughly and satisfactorily it can 
 only be done in a systematic manner, and on scien- 
 tific principles. 
 
 To this end is primarily required a knowledge of 
 
22 THE SCIENCE OF MEMORY. 
 
 the laws which regulate the mind, and also those 
 that govern the joining of ideas with each other. 
 
 It is useless to attempt to cultivate it in the 
 popular fashion, and on the plan usually pursued at 
 schools, — that of repeating things over sufficiently 
 for the tongue to become familiar with them, with 
 little regard to their import, precisely in the manner 
 that parrots would be taught to say them. This 
 plan is not only not calculated to strengthen and 
 develop the faculties, as is often conceived, but is 
 extremely prejudicial and deteriorative to them, and 
 fails to accomplish the end desired, that of imprint- 
 ing knowledge on the mind. The accuracy of this 
 is confirmed by the fact that, so very little learnt or 
 supposed to be learnt in this manner is remembered 
 long, as immediately the lingual connection is at all 
 destroyed the remaining portion is at once lost, and 
 is as perfectly foreign to the mind's consciousness as 
 if it had never been brought within its scope. 
 
 The true art of committing to the mind, — or re- 
 membering, and which will be developed in these 
 pages, is to call into operation as much as possible 
 those faculties on which the memory seems most 
 deeply to depend, namely, observation and reflection ; 
 and, as must be obvious to all, the more thoroughly 
 these arc exercised, the more sagaciously they are 
 called into operation in committing knowledge to 
 the mind, so much the greater certainty there is of 
 its being treasured up for future use, and the smaller 
 
THE SCIENCE OF MEMORY. 23 
 
 the possibility of the connection or chain of ideas 
 being broken. 
 
 Let us now enquire into what we understand by a 
 good memory ; and with that view, we must see what 
 are its manifestations in those that we allow to pos- 
 sess it. We will firstly take the case of such a per- 
 son in reading a book, — suppose either a novel, or a 
 volume of travels, which forms of reading are the 
 easiest of remembrance. It will be seen at the con- 
 clusion of the novel that he will be able with tolerable 
 accuracy to relate its opening, the dramatis personce, 
 as they are gradually unfolded and described, the 
 plots and counterplots, and the chief incidents in the 
 development of the stGry, — at times even with minute 
 circumstantiality; but only in proportion as he is 
 careful to preserve the exact sequence of the occur- 
 rences, stayed the attention to comprehend them 
 fully, and allowed them to be vividly pictured before 
 the mind. The readiness with which he will thus 
 recapitulate them is in great measure attributable to 
 the fact of his interest having been excited, and his 
 eager attention wholly concentrated on the subject. 
 
 But should you try this person at the end of a 
 week or two, it will be found that the impressions 
 have begun to fade before the mind, and some of the 
 minor details, overlooked, or difficult to recall. At 
 the end of a month this will be more so, and a year 
 hence only a few of the chief ideas will be pre- 
 served. 
 
2 I THE SCIENCE OF MEMORY. 
 
 With regard to the volume of travels, the case will 
 be much the same, only different in that the interest 
 not being so highly raised, the process of reading is 
 not so rapid, and the mind is thereby allowed a longer 
 time to comprehend the various persons, places, scenes 
 and incidents narrated, whereby what is lost in in- 
 tensity of interest is more than compensated by 
 plainer recognition and firmer impressions, and the 
 probability thus ensue of a longer remembrance. 
 
 The same person, after hearing a sermon or a 
 lecture, would be able to relate the substance of 
 each, by carefully observing the salient points, noting 
 the mutual dependence and propriety of the parts, 
 and clearly realizing the whole. But it will be no- 
 ticed, that while the impressions are recent and fresh, 
 he will be able with tolerable accuracy to reproduce 
 what he has heard, yet, as in the previous instances, 
 these will speedily fade by reason of subsequent di- 
 versions of the mind, and further and newer impres- 
 sions ; so that soon all that remains will be, as before, 
 a few of the most interesting or striking ideas ; while 
 these latter again will be liable to the same evanish- 
 ment from the mind's power of recollection, accord- 
 ing to the strength of the impressions. 
 
 Hence we find, that whatever may be a person's 
 natural powers, the majority of the impressions or 
 ideas made on his mind are not sufficiently strong 
 to be for any length of time recallable, and even the 
 more striking ones, — those that seem most deeply 
 
THE SCIENCE OF MEMORY. 25 
 
 engraven, gradually disappear also from the mind's 
 command. 
 
 The instances we have chosen are in nowise pecu- 
 liar; for all knowledge, and everything that comes 
 under the cognizance of the mind, is amenable to 
 the same laws, whether in the feeble child or the 
 powerful-minded adult, to the same tendency to fade 
 away from the memory, only varying in degree ac- 
 cording to the nature of the ideas, the circumstances 
 under which the impressions are produced, and the 
 constitution of the person's mind. Therefore, to at- 
 tempt to stamp permanently on the mind any idea 
 or train of ideas, would be useless and absurd, as in 
 opposition to the laws by which it is governed in its 
 present state. 
 
 A good memory, then, as usually understood by 
 the expression, seems to consist mainly in retaining 
 the purport, or the leading ideas, and a fair propor- 
 tion of the details of any subject brought before 
 the mind, as long as under the most favourable 
 circumstances the ideas can be commanded ; and to 
 obtain this power would satisfy the wishes and be 
 the utmost of what the majority of persons would 
 require. The facility and certainty with which this 
 may be done will be made apparent in the future 
 pages. Again : propositions involving numbers pre- 
 sent to the mind in remembering difficulties at times 
 quite insurmountable, as the experience of all will 
 testify ; but the means here provided will in practice 
 
26 THE SCIENCE OF MEMORY. 
 
 be found to deprive tliem of all obstacles to easy 
 acquirement. As we find that the length of time 
 anything is at the disposition of the mind, depends 
 exclusively on the impression originally produced 
 and the mind's familiarity with it, whatever there- 
 fore it is wished constantly to preserve at the power 
 of the recollection should be occasionally reverted 
 to, to retouch, as it were, the impression, and renew 
 the mind's familiarity with it. The strength of the 
 impressions produced is dependent in a very great 
 measure on the degree of attention concentrated at 
 the time, and the interest that is created in the 
 mind. What we term throwing interest into a sub- 
 ject is only another expression for giving to it, or 
 having elicited, undivided and forcible attention ; 
 so that the greater the power we can exert of giv- 
 ing complete attention to anything, the clearer 
 and deeper will be the impressions that afterwards 
 remain. Hence we see that the art of memory 
 may to some extent be said to consist of the art of 
 attention. 
 
 In the effort of remembrance, one frequent cause 
 that things cannot be recalled to the mind is the 
 inability to concentrate it sufficiently to view those 
 ious circumstances with which they are connected, 
 and which would at once recall them ; and this is 
 borne out by the fact that, often something we wish 
 to remember we find we cannot, and not uncom- 
 monly infer that it has completely passed away, 
 
THE SCIENCE OF MEMORY. 27 
 
 when subsequently some trivial circumstance with 
 which it has been connected immediately or infe- 
 rentially, or to which it may bear some analogy, 
 will bring it back again distinctly, to our complete 
 surprise. 
 
 In the consideration of a subject, the more un- 
 divided the attention, the more completely the mind 
 is concentrated on it, and the greater our vigilance 
 to prevent its being diverted by any extraneous cir- 
 cumstances or thoughts, — of which it is very sus- 
 ceptible, — so much the keener will necessarily be the 
 perception of it, the better the comprehension of 
 it, and the greater the certainty of its being at hand 
 when required to be recalled. This power of com- 
 plete concentration, which is so very valuable in the 
 economy of the mind, and which pertains to so few 
 from the rarity with which it is practised, should be 
 maintained as often, and as much as possible, until 
 it becomes an acquired habit. It will strengthen 
 the mind and the brain, render mental pursuits and 
 recreations more exquisitely pleasing and profitable, 
 and add multifold power to the faculty of remem- 
 brance. 
 
 The power of concentration is in great measure 
 dependent on the strength of the brain to support 
 it, though by cultivation it may be greatly increased ; 
 but unfortunately the occupations, pastimes, and 
 even habits of the present day are more calculated 
 than they formerly were to weaken it, and its cor- 
 
28 THE SCIENCE OF MEMORY. 
 
 responding effect on society is manifest in numerous 
 ways. 
 
 The clearness with which ideas are apprehended 
 depends on the brain being fresh, and free from all 
 that can tend to becloud it or prevent its activity, as 
 in a state of bodily or mental fatigue, or imme- 
 diately subsequent to a repast ; but this will be no 
 guarantee that they will be long retained. The 
 clearness of their perception will tend to a lively 
 impression of the same, but the strength and depth 
 of the impressions rest, as we have seen, on the 
 nature of the ideas, the conditions under which they 
 are apprehended, and the vigour of the brain to 
 receive them. 
 
 If we examine, we shall find that the operation of 
 the mind in apprehending a subject with one person 
 may be, and often is, much dissimilar from that in 
 another, and this arises from the difference in the 
 constitution and calibre of mental organizations, 
 and the different degrees in which people possess the 
 observing and reflective faculties. One person will, 
 by means of the observing faculties, remember a 
 subject with great accuracy, by noting carefully each 
 part as it succeeds another, and what pertains to 
 each ; while another grasps the whole more com- 
 pletely through a greater intervention of the reason- 
 ing faculties, apprehends clearly the relationship of 
 the parts, and the propriety or infelicity of each, 
 and reproduces it more immediately by the exercise 
 
THE SCIENCE OF MEMORY. 29 
 
 of these faculties. Here the wisdom and goodness 
 of Providence are conspicuously manifest in the 
 arrangement of the faculties, so, that where one 
 may prove deficient or insufficiently operative, an- 
 other will come to the rescue; what one lacks 
 another will in some measure supply, and the end 
 be accomplished for us through the instrumentality 
 of differing faculties. Indeed, we shall find usually, 
 that those who possess the reasoning powers to a 
 great extent are more or less deficient in those of 
 observation, and those who are endowed with the 
 faculties of observation strongly and prominently 
 lack in some proportion those of reflection. 
 
 Many believe that when any idea or train of ideas 
 cannot be remembered or brought back to conscious- 
 ness, it has necessarily wholly passed away from the 
 mind's retention. Now, there is no valid reason to 
 believe that any idea or impression of which any 
 mind has been conscious, has, or ever will, become 
 thoroughly effaced from it, though the link that con- 
 nects it with the power of recollection may for a 
 time be dissevered. It would seem that Providence 
 foresaw it would not be well, or to his advantage, 
 that man in his present condition should have a 
 permanent recollection of those things that come 
 under his cognisance, therefore He only allowed him 
 this power to a limited extent, proportionate to his 
 requirements and his other faculties. So, therefore, 
 we may justly believe that in a more elevated and a 
 
30 THE SCIENCE OF MEMORY. 
 
 purer state this faculty will be perfected, and all 
 that now seems wholly to have passed away, or 
 merged into Cimmerian obscurity, will then burst 
 forth and unfold itself to his consciousness, as the 
 landscape to the eyes of the traveller, when the 
 morning mists are lifted by the rising solstice. 
 Indeed, we may reasonably infer that this faculty 
 which pertains to man on earth, at best only cor- 
 responding with his other limited powers, in a higher 
 state of existence, when the ethereal part, his mind, 
 himself, is rid of all those things now incident to his 
 mortality, which becloud, harass, and impede its 
 progress, will be exceedingly active, and with a 
 clearness, freshness, and strength, of which now we 
 cannot even form a remote conception; and that 
 during the countless ages of futurity, and unto all 
 time, the ideas and impressions of childhood, ado- 
 lescence, youth, manhood, maturity, and old age, the 
 mind will be able to recall with the freshness of 
 recent reception. 
 
 We shall now make a few psychological enquiries, 
 in order to understand more fully the nature of the 
 memory, and its connection with the other faculties 
 of the mind ; then glance at those laws which govern 
 the body, the observance of which in a greater or 
 lesser degree produces corresponding effects on the 
 brain, and influences accordingly its power and con- 
 dition in the reception or rendition of ideas. We 
 will then investigate the nature of ideas, and the 
 
THE SCIENCE OF MEMORY. 31 
 
 laws under which they associate, and ascertain the 
 principles on which to produce lively and deep im- 
 pressions, from a just observation and appreciation 
 of the circumstances and relations under which such 
 are produced naturally. 
 

 CHAPTER I. 
 
 THE PERFECTION OF MAN IN HIS CONSTRUCTION— THE BODY 
 SUBORDINATE AND TRIBUTARY TO THE MIND — THE BRAIN, 
 THE MIND'S MEDIUM OF COMMUNICATION WITH MATERIAL 
 NATURE, AND THEIR INTIMATE DEPENDENCE ON EACH 
 OTHER — THE BRAIN SHOULD BE CULTIVATED, IN ORDER 
 TO PROMOTE THE FACILITY AND STRENGTH WITH WHICH 
 THE FACULTIES OPERATE — THE MEMORY WILL PARTICI- 
 PATE IN THE IMPROVEMENT DIRECTLY, AND FURTHER IN- 
 DIRECTLY THROUGH THE INCREASED STRENGTH OF THE 
 OTHER FACULTIES — OBSERVATIONS ON THE CONDUCT OF THE 
 BODY AND MIND — THE CAUSES OF IDEAS FADING FROM 
 TiTE MIND— BY THE CULTIVATION OF THE MEMORY THE 
 OTHER POWERS OF THE MIND WILL BENEFIT. 
 
 Scripture informs us with touching simplicity that 
 the great Architect of Nature in the beginning, 
 when resting from His labours, reviewed all that He 
 had done, " and saw that it was very good." In 
 doing so, it will not be doubted but that the 
 "master-piece" of His handiwork, which was re- 
 served to the last as the culminating testimony of 
 His wisdom and power, and as that to which all His 
 other works were directed, was the chief work that 
 occupied the attention, and excited the greatest 
 pleasure in the Creator's mind in this contemplation. 
 How exquisite and perfect, indeed, it must be, when 
 Infinite Wisdom should see that " it is very good \" 
 
THE SCIENCE OF MEMORY. 33 
 
 Man has ever been a wonder to himself, and this 
 great mystery has attracted the profound attention 
 and reverent admiration of the most excellent of his 
 race. The higher a man's ability to investigate and 
 appreciate his own construction, his adaptation to 
 surrounding things, and the part he was intended to 
 play, the highest encomium he can still pass, and 
 the purport of all his eloquence, — the exactness of 
 which, however, he will the more intensely feel, — 
 must be, but to reiterate the great Creator's judg- 
 ment, "it is very good/'' The beautiful allusions of 
 the Psalmist are well known, and the subject has 
 afforded an inexhaustible theme for poets, philoso- 
 phers, and divines, and will continue to do so, until 
 to each the mystery of his being is solved. 
 
 The arrangements of his corporeal system have in 
 late years been in great measure understood. The 
 use of the various functions, and the intimate rela- 
 tionship of all the parts are demonstrated satis- 
 factorily in medical science. But the body, which 
 is the chiefest of his parts from an animal point of 
 view, is in reality the most inferior, acting only a 
 subordinate office in his being. Exquisite, never- 
 theless, though intended only as a temporary recep- 
 tacle and medium for the diviner part, his mind, 
 while undergoing initiatory tutelage in this proba- 
 tionary stage, the earth ! 
 
 Man is sometimes defined as a triune being, con- 
 sisting of body, mind, and soul; but it might be 
 
THE SCIENCE OF MEMORY. 
 
 more accurate to define him as consisting of two, 
 the body and the mind, the term soul being only 
 another expression for the immortal, immaterial, 
 and thinking ens, — a distinct mind. The nether 
 portion of the frame administers to the functional 
 part of the brain, and the latter forms the medium 
 by which the mind or soul communicates with the 
 outer world. 
 
 We thus perceive that the primary, the principal 
 part of man is essentially his mind, and it is this 
 which constitutes his direct individuality. For 
 though in the outward appearance there are peculiar 
 features and characteristics which, as they cannot 
 be accurately defined, still distinguish him out- 
 wardly from all others of the species, yet they do 
 not form his individuality, though they might be 
 traced as effects or results of the particular consti- 
 tution of his mind, his idiosyncracies, education, etc. 
 A man's individuality, then, that which constitutes 
 himself distinctly, and no other person, is his pre- 
 eminent part — the mind. 
 
 The principal of the other part of his duality is 
 the brain, which is the mind's passage-way and the 
 in of union with materiality; and its construc- 
 tion wonderful, its adaptation to its purpose so 
 , and the mind's dependence on it so peculiar 
 and close, that it cannot be influenced in any manner 
 without the mind participating equally therein. So 
 that the health, vigour, and tone of the brain may 
 
THE SCIENCE OE MEMORY. 35 
 
 be judged from the strength, healthiness, and clear- 
 ness of the manifestations of the mind. A feeble 
 arm cannot lift great weights, or be equal to much 
 exertion ; in like manner a weak brain cannot grasp 
 great thoughts, support much exercise, or exhibit a 
 powerful and capacious memory. 
 
 From the preceding remarks we are led inferen- 
 tially to see how deeply important it is, if we desire 
 to cultivate the strength of the mind and of its pro- 
 perties of reflection, memory, etc., for use in our 
 pursuits and diversions, that we should endeavour to 
 bring to a high degree the health, strength, and 
 tone of the brain, through which they operate. 
 This can only be done positively through the body 
 which ministers to it, and negatively by not employ- 
 ing it in pursuits, pleasures, or anything that tends 
 to excite and call it into activity to a greater extent 
 than is healthy, that is, beyond that point which 
 will cause a pleasant reaction to supervene. A few 
 observations here, for guidance in this matter, will 
 not be inappropriate. 
 
 Every action or exertion of the body, and every 
 mental expression or impression, is dependent for 
 facility, extent, and intensity on the force operating 
 to produce the same, and the degree of vitality 
 within. Such being the case, we should endeavour 
 to increase as much as we can our inherent forces 
 and the principle of vitality within us, in order that 
 the operations, whether bodily or mental, that we 
 
 c 2 
 
36 THE SCIENCE OF MEMORY. 
 
 may require to go through, may be executed with 
 the highest degree of life, feeling, and consciousness. 
 
 Vitality, to the various actions of the body, may 
 be compared to what steam is to the engine, and 
 supplies energy, or that known as ardour or passion. 
 This should only moderately be made use of and 
 expended in exercise, labour, or study, and not to a 
 greater extent than the vital functions can easily 
 replenish before it is again drawn upon during exer- 
 tion. The length of time that exertion can be 
 maintained is according to the strength of the fibres 
 brought into exercise, and the amount of vitality to 
 support it. 
 
 Our natural forces, that is, the degree of power 
 of action, are determined by the size and strength 
 of the bodily members. When we wish to judge of 
 a vessel's power of progression, we naturally desire 
 first to be informed of the horse-power of the engines, 
 as we know the greater their horse-power, the greater 
 will be their relative power of propulsion. Power 
 to the body, then, is what the horse-power of the 
 engines is to a ship. 
 
 The reciprocal dependence of the degree of vitality 
 within us, and the strength of the body on each 
 other, must lead us to cultivate each through the 
 other. This is to be done by judicious and careful 
 attention to the general health, an abundance of 
 good air, plenty of muscular exercise, but an avoid- 
 • •e of prostration or over-exertion; by a suffi- 
 
THE SCIENCE OF MEMORY. 37 
 
 ciency of sound, undisturbed sleep, wholesome and 
 nutritious food, and drinks temperately indulged in 
 at regular intervals of time, early hours of reposing 
 and rising, habitual cleanliness, and appropriate 
 clothing ; by great regularity in the habits, which 
 at any time, whatever their nature, must be modified 
 or changed only gradually, as we observe is the case 
 in all the changes and alterations in the outer world ; 
 by a diligent avoidance of those things which an 
 intelligent observation has proved in each individual 
 case to be injurious or detrimental to the corporeal 
 or mental well-being. 
 
 The body might most accurately be likened to an 
 engine, of which its owner is himself the stoker and 
 engineer, and he has as much command and influ- 
 ence over it as these have over their senseless 
 machines. 
 
 A constant state of activity is necessary to pre- 
 serve the brain in health equally with the body ; but 
 to maintain its tone and vigour it must not be em- 
 ployed to a degree causing over-fatigue or much 
 prostration, as a beneficial reaction does not then 
 follow, and the parts thereby become enfeebled. 
 Exertion is judicious and healthful according to the 
 degree of pleasant reaction that succeeds it. 
 
 While in a state of wakefulness, some of the 
 senses of the brain must constantly be at work 
 taking impressions to the mind, therefore it is desir- 
 able that the mind should be continuously employed 
 
38 Till: SCIENCE OF MEMORY. 
 
 on carefully selected subjects, or, if it is not given 
 work to do, it will roam at liberty according to its 
 range of thought, and will speedily discover some 
 for itself. 
 
 In order to preserve the mind and the brain in a 
 high state of strength and health, great placidity 
 and equanimity should always be maintained, and 
 eagerness, haste, enthusiasm, and immoderate or 
 unnatural stimulus avoided and guarded against. A 
 moderate amount of stimulus, however, whether 
 affecting primarily the mental faculties, or more 
 immediately the corporeal frame, must in all cases 
 have a beneficial tendency; but excess of either 
 kind, however partial, is followed by unhealthy re- 
 action and depression, and is accordingly debilitating 
 and malefic. Further, cultivate constantly a deep 
 consciousness of all that transpires around, and of 
 everything brought before the notice, as a strong 
 mind is conscious of things in a high degree, and a 
 feeble one to a much more limited extent. 
 
 A wise attention to the foregoing observations 
 will ensure good and pure blood being generated in 
 a vigorous frame, and the fibrous part will gradually 
 acquire such tone, that a square inch of flesh would 
 
 tain a much greater weight than such from a per- 
 son who did not thus assiduously and carefully attend 
 to his health. The brain will be strong and healthy, 
 the spirits cheerful and buoyant, and the judgment 
 decisive. The perceptions will be ready, subtle, com- 
 
THE SCIENCE OF MEMORY. 39 
 
 prehensive, precise and enduring, as opposed to slow, 
 heavy, partial, temporary and uncertain. Occupa- 
 tions, pleasures and studies, will be entered into with 
 energy and zest. Besides, the more complete the 
 attention thereto, the greater is the degree in which 
 a person exists, and the more essentially is he indi- 
 vidual and himself. 
 
 The object of adverting to these physiological 
 facts and deductions is, to indicate to our students 
 the necessity, before having recourse to artificial aids 
 for the improvement of the memory, of firstly en- 
 deavouring to raise the organs through which this, 
 in conjunction with the other faculties, operate, to 
 as high a standard of health and natural power as 
 possible ; by which not only is the native capability 
 of this particular faculty enhanced, but the ability 
 of applying the artificial aids is proportionately in- 
 creased. 
 
 John Locke, in his Human Understanding , notices 
 the different degrees of tenacity with which ideas are 
 remembered in different people. As his observations 
 thereon are prefaced by some beautiful remarks, the 
 passage entire is given : — " The memory of some, it 
 is true, is very tenacious, — even to a miracle : but 
 yet there seems to be a constant decay of all our 
 ideas, even of those which are struck deepest, and 
 in minds the most retentive ; so that if they be not 
 sometimes renewed by repeated exercise of the 
 senses, or reflection on those kind of objects which 
 
tO THE SCIENCE OF MEMORY. 
 
 at first occasioned them, the print wears out, and at 
 last there remains nothing to be seen. Thus, the 
 ideas, as well as children, of our youth, often die 
 before us; and our minds represent to us those 
 tombs to which we arc approaching; where, though 
 the brass and marble remain, yet the inscriptions 
 are effaced by time, and the imagery moulders away. 
 The pictures drawn in our minds are laid in fading 
 colours, and if not sometimes refreshed, vanish and 
 disappear. How much the constitution of our bodies 
 and the make of our animal spirits are concerned in 
 this, and whether the temper of the brain makes 
 this difference, that in some it retains the characters 
 drawn on it like marble, in others like freestone, and 
 in others little better than sand, I shall not here in- 
 quire, though it may seem probable that the consti- 
 tution of the body does sometimes influence the 
 memory, since we oftentimes find a disease quite 
 strip the mind of all its ideas, and the flames of a 
 fever in a few days calcine all those images to dust 
 and confusion, which seemed to be as lasting as if 
 graved in marble/' 
 
 It cannot be doubted but that the primary reason 
 of ideas gradually passing away from the mind must 
 be -ought for in the fact of the body undergoing 
 such constant change, alteration, and recuperation. 
 Were the body not liable to such mutation, the 
 command of the impressions, of which the mind has 
 been conscious, would likewise not be so mutable. 
 
THE SCIENCE OF MEMORY. 41 
 
 The greater the strength of the body, the higher 
 the tone of the system, and the purer and more 
 healthy the circulating fluid, the nearer will im- 
 pressions approach, by the tenacity with which they 
 are remembered, to the resemblance of being en- 
 graven on marble. 
 
 While there is no means of influencing directly 
 the organic constitution of this faculty without affect- 
 ing all the others also, so likewise by artificial cul- 
 tivation it cannot be much improved without the 
 other faculties participating in it more or less. From 
 the intimate dependence and relationship of all the 
 faculties with each other, whatever affects detri- 
 mentally or beneficially one will influence in like 
 manner the others, according as their relationship is 
 immediate or remote. Hence, if by cultivation the 
 faculty of remembrance (in this case, the power of 
 voluntary reproduction) is much improved, the facul- 
 ties that will benefit by the same will be, firstly, the 
 perceptives, and after these the ratiocinative, etc., 
 and the other powers of the* mind will be modified 
 accordingly. 
 
CHAPTER II. 
 
 THE MIND'S ATTRIBUTES — THE NATURE OF IDEAS — IDEAS DI- 
 VIDED INTO TWO GREAT CLASSES — THREE PROPOSITIONS 
 HENCE ENSUE FOR REMEMBERING THEM IN COMBINATION 
 —THE FACILITY WITH WHICH IDEAS UNITE DEPENDENT 
 ON THEIR AFFINITY — RULES AND EXERCISES ON ASSOCIAT- 
 ING IDEAS UNDER THE THREE PROPOSITIONS. 
 
 The attributes of the mind more immediately are 
 perception, reflection, memory, and imagination ; the 
 latter, however, would seem to be a derivative of the 
 former, or at least greatly dependent on them in its 
 operations. 
 
 Perception is that faculty by which the mind be- 
 comes conscious of anything. Reflection is that by 
 which the mind draws inferences and conclusions 
 from previous knowledge. Imagination is that power 
 of the mind of forming fictitious representations of 
 things, ideal pictures, or of exhibiting things before 
 itself in a manner and under conditions not war- 
 ranted by reason or fact. 
 
 Memory is that faculty by which impressions, of 
 which the mind has at any time become conscious, 
 are subsequently reproduced. We see that, literally, 
 it only refers to the act of recalling or bringing back 
 to consciousness previously conceived ideas ; but as 
 
THE SCIENCE OF MEMORY. 43 
 
 the power and the degree with which it is capable of 
 doing this is entirely dependent on the manner in 
 which ideas are presented to the mind to produce 
 impressions, we shall consider it more especially with 
 regard to this latter, as the simple act of recollecting 
 is in the majority of instances quite involuntary, and 
 only otherwise when the mind has to seek its asso- 
 ciations, that is, the objects or ideas with which the 
 required idea may be allied or possess affinity, the 
 recurrence to which will bring the one we wish back 
 again. It should, therefore, be our object so to 
 impress the ideas on the mind, that we might be able 
 to reproduce them with facility when required. 
 
 An idea is a sensation, a material object, or a 
 mental conceit. Everything that is presented to the 
 mind is an idea ; either simple, as iC boat," or more 
 or less compound, as " a tall, dark, agreeable look- 
 ing, and benevolent man" 
 
 The more simple ideas are, the readier they are 
 apprehended, the clearer they are perceived, and the 
 easier they are of remembrance ; the more com- 
 pound and intertwined they are, the opposite will be 
 the case. Now, it is a psychological fact, well as- 
 certained, that two distinct ideas cannot exist sepa- 
 rately before the mind ; either the one will expel the 
 other by succeeding it, or else they will coalesce with 
 each other by reason of there being some relation- 
 ship, apparent or real, between them. Thus, also, 
 two separate trains of ideas cannot remain in the 
 
1 1 THE SCIENCE OF MEMORY. 
 
 mind ; they must cither coalesce, or one must expel 
 the other, as the attention or consciousness cannot 
 be concentrated on more than one at a time. From 
 the frailty or the peculiar construction of the mind, 
 there is an inherent tendency to the constant diver- 
 sion or change from what we may term consequent 
 attention. 
 
 It would be well if the foregoing were better un- 
 derstood, for we here see that if an unpleasant train 
 of ideas should at any time occupy the mind, it is 
 not very difficult to be ejected by the exercise of the 
 innate power we possess of substituting another 
 train of ideas of a different character and tendency, 
 and keeping the attention fixed actively thereon. 
 This accounts for the ability of those who, borne 
 down with difficulties, sufferings, and trials, can, 
 nevertheless, bear up with equanimity, cheerfulness, 
 and even buoyancy of spirits, supported by the con- 
 solations of religion, and afforded the power of con- 
 centrating the mind on pleasing and hopeful ideas or 
 thoughts, in lieu of the dark and disquieting ones 
 arising naturally from their situation. 
 
 To return ; ideas are remembered naturally by their 
 being connected in the mind with other ideas, and in 
 the process of recalling them, we endeavour to see what 
 particular idea or ideas preceded or followed others. 
 
 No idea can remain in, or be recalled to the mind, 
 unless it be united by what is termed association 
 with some other idea or ideas. 
 
THE SCIENCE OF MEMORY. 45 
 
 All ideas have a tendency to join or unite with . 
 other ideas, but the degree in which this tendency 
 exists is in proportion to the relationship and affinity 
 that exist between them, and according to the extent 
 with which we are familiar with them. For instance, 
 bud and flower are two distinct familiar ideas, and 
 their tendency to coalesce, and of the mind to re- 
 member them in conjunction, is very great, from 
 our knowledge of the one being a previous state of 
 the other. But Nebuchadnezzar and Hyleosaurus 
 are two comparatively unfamiliar ideas, and their 
 tendency to unite is small, as the relationship and 
 affinity that exist between them is proportionately 
 small. 
 
 Ideas are divided into two classes, familiar and 
 unfamiliar. An idea is termed familiar when, on its 
 mention, many other ideas arise with it in the mind, 
 or when much is known in connection therewith, as 
 ship ; and the degree in which an idea is familiar is 
 proportionate to the number of other ideas that arise 
 with it in the mind, or what is known in relation 
 to it. An unfamiliar idea is one that causes but few 
 others to arise on its mention, and with which the 
 mind has but little acquaintance, as Nebuchadnezzar 
 or Hyleosaurus. 
 
 The three following propositions are presented to* 
 the mind in associating ideas, that is, for the purpose 
 of remembering two in conjunction : — 
 
 1. One familiar idea with another familiar idea. 
 
46 THE SCIENCE OF MEMORY. 
 
 This proposition is tlie most frequent that occurs in 
 the process of remembering, from the fact that ideas 
 we are acquainted with are constantly recurring 
 r new and varied combinations. 
 
 :2. A familiar idea with an unfamiliar one, that 
 is to say, an idea we are well acquainted with, with 
 another about which we know nothing, or have 
 but an initial knowledge. This proposition is of 
 frequent occurrence, though more particularly so in 
 youth. 
 
 3. An unfamiliar idea ivith another unfamiliar one, 
 that is, such an one with which we have none or 
 but very slight acquaintance, with another of a like 
 description. 
 
 These ideas again consist of two kinds, namely, 
 substantial ideas, that is, such as are impressed 
 upon the mind through the senses, and abstract 
 ideas, or such as exist only to the mind. Those 
 that are perceptible by the senses are the easiest of 
 remembrance, but those received through the me- 
 dium of the eye make the most vivid and lasting 
 impressions. 
 
 The nearer the relationship, or the more affinity 
 there exists between two ideas, the more easily they 
 unite or associate together in the mind; and conse- 
 quently the more remote the relationship, or the 
 less affinity there is between ideas, the more dif- 
 ficult we find they are to unite. For example, 
 child and cradle, or boat and water, will unite 
 
THE SCIENCE OF MEMORY. 47 
 
 more readily and firmly than cat and cloud, or sheep 
 and poet. 
 
 We will now proceed to a few exercises on asso- 
 ciating ideas of various kinds, which the pnpil is 
 requested to master thoroughly before proceeding 
 further. The following are such as fall under the 
 first proposition, and are easy of association from 
 their uniform relationship with each other, either 
 natural or fortuitous. 
 
 Rules* Take only two ideas at a time. Let 
 them approach each other in the mind as near as 
 possible, and picture them before it as distinctly as 
 the character of them will admit. Compare them 
 closely in order to see what relationship there may 
 be between them, to observe what seems their most 
 natural connection, and to search out any charac- 
 teristics they may have either in common with, or 
 particularly antagonistic to each other. Avoid haste, 
 and give the mind time to dwell sufficiently on each 
 pair to obtain a proper impression. By observing 
 these directions, it will only be necessary to repeat 
 them once. 
 
 Exercise I. 
 1. Cradle. 
 
 Infant. 2. Infant. 
 
 Boy. 
 3. Boy. 
 
 School. 4. School. 
 
 Master. 
 
IS 
 
 THE SCIENCE OE MEMORY. 
 
 5, 
 
 Master. 
 
 
 
 
 Book. 
 
 6. 
 
 Book. 
 Lesson. 
 
 7. 
 
 Lesson. 
 
 
 
 
 Top. 
 
 8. 
 
 Top. 
 Cane. 
 
 9. 
 
 Cane. 
 
 
 
 
 College. 
 
 10. 
 
 College. 
 Gown. 
 
 11. 
 
 Gown. 
 
 
 
 
 Soldier. 
 
 12. 
 
 Soldier. 
 Sworcl. 
 
 13. 
 
 Sword. 
 
 
 
 
 Horse. 
 
 14. 
 
 Horse. 
 War. 
 
 15. 
 
 War. 
 
 
 
 
 Wound. 
 
 16. 
 
 Wound. 
 Hospital 
 
 17. 
 
 Hospital. 
 
 
 
 
 Medal. 
 
 18. 
 
 Medal. 
 Wife. 
 
 19 
 
 . Wife. 
 
 
 
 
 Country. 
 
 20. 
 
 Country. 
 Farm. 
 
 The following ideas are still of the kind falling 
 under the first proposition, but have not the degree 
 of relationship with each other that those in the 
 preceding exercise have. 
 
THE SCIENCE OF MEMORY. 49 
 
 The method of proceeding is the same as in the 
 last exercise. To unite them firmly, though they do 
 not seem to possess much natural connection, it will 
 be found quite sufficient to take two at a time, and 
 form a separate and distinct picture of them, either 
 joined together, or as proximate to one another as 
 they will admit of, and represent them to the mind 
 with as great a semblance of reality as possible ; 
 then, directly one idea is named, the other will follow 
 it with as much certainty as, when given the part of 
 a known object, the remainder — the whole, arises 
 before the mind as immediately as the transmission 
 of consecutive thought can take place. Thus, we 
 form a number of mental images, one leading on to 
 the next with as much regularity and precision as in 
 passing along a chain, one link conducts to the next 
 in order. 
 
 Exercise II. 
 Bow. 
 
 Tea. 
 
 Tea. 
 
 
 Hive. 
 
 Hive. 
 
 
 May. 
 
 May. 
 
 
 Hall. 
 
 Hall. 
 
 
 Inn. 
 
 Inn. 
 
 
 Hare 
 
 Hare. 
 
 
 Hedge. 
 
 
.-,() 
 
 \ 
 
 THE SCIENCE 
 
 OF MEMORY. 
 
 
 Hedge. 
 
 
 Key. 
 
 Key. 
 
 
 Baize. 
 
 Baize. 
 
 TWhv 
 
 Baby. 
 
 AjcLUj • 
 
 Bat. 
 
 Bat. 
 
 
 Beef. 
 
 Beef. 
 
 
 Beam. 
 
 Beam. 
 
 
 Ball. 
 
 Ball. 
 
 
 Bone. 
 
 Bone. 
 
 
 Beer. 
 
 Beer. 
 
 
 Beech. 
 
 Beech. 
 
 
 Book. 
 
 Book. 
 
 
 Daisy. 
 
 Daisy. 
 
 
 Top. 
 
 Top. 
 
 
 Toast. 
 
 Toast. 
 
 
 Dove. 
 
 Dove. 
 
 
 Tomb. 
 
 Tomb. 
 
 
 Deal. 
 
 Deal. 
 
 
 Tin. 
 
 Tin. 
 
 Door. 
 
THE SCIENCE 
 
 OF MEMORY. 
 
 Door. 
 
 
 Dish. 
 
 Dish. 
 
 
 Duck. 
 
 Duck. 
 
 
 Vice. 
 
 Vice. 
 
 Whip. 
 Weed. 
 
 Whip. 
 Weed. 
 
 
 Wife. 
 
 Wife. 
 
 
 Foam. 
 
 Foam. 
 
 
 Wheel, 
 
 Wheel. 
 
 
 Wine. 
 
 Wine. 
 
 
 Wire. 
 
 Wire. 
 
 
 Watch. 
 
 Watch. 
 
 Wing. 
 
 Wing. 
 
 Mouse. 
 
 Mouse. 
 
 Map. 
 Mat. 
 
 Map. 
 
 Mat. 
 
 
 Muff. 
 
 Muff. 
 
 
 Mummy. 
 Mill. 
 
 Mummy. 
 MiU. 
 
 Man. 
 
 Man. 
 
 
 Mayor 
 
 51 
 
 d 2 
 
52 THE SCIENCE OF MEMORY. 
 
 Mayor. 
 
 
 Match. 
 
 Match. 
 
 
 Mug. 
 
 Mug. 
 
 
 Lace. 
 
 
 Having accomplished the preceding easy exercises, 
 we have now to pass on to those of a more difficult 
 nature, such as fall under the second of our propo- 
 sitions, namely, that of connecting familiar with 
 unfamiliar ideas. 
 
 We have seen that the simpler and more familiar 
 ideas are, the more easily and clearly the mind ap- 
 prehends them ; and the exact opposite is necessarily 
 the case with the unfamiliar, proportionate, however, 
 to the degree in which they are difficult, and the 
 extent to which they are unfamiliar. Now, all ideas 
 that are difficult and unfamiliar can, at least with 
 very few exceptions, be reduced or changed to others 
 of a familiar character. 
 
 These latter, which we shall term substitute ideas } 
 
 because they represent and lead the mind on to 
 
 others, possess all the advantages that other familiar 
 
 ideas offer, and from some initial similarity will 
 
 est the unfamiliar ones. 
 
 To associate the ideas field and Massachusetts is 
 an example under the second proposition. The idea 
 Massachusetts would be classed as unfamiliar, for it 
 does not present anything to the niindso clear, defi- 
 
THE SCIENCE OF MEMORY. 53 
 
 nite, and tangible, as what we understand by a 
 familiar idea. Then to change this into a familiar 
 idea, one that will readily suggest the remainder of 
 the word, we have only to take the negro expression 
 Massa, whence it is derived, or the still shorter and 
 more familiar, but in this case less suggestive idea, 
 mass. Either of these it will be found will most 
 readily associate with field. 
 
 Again, suppose for example it was necessary to 
 think of bash in connection with Denmark. These 
 ideas possess no natural attraction towards each 
 other, but if the first syllable den is used, which will 
 readily suggest Denmark, it will be seen that bush 
 and den become two familiar ideas, do then possess 
 the required attraction, and will easily associate. 
 The same in a greater or lesser degree is the case 
 with all such words. 
 
 This mode of proceeding may at first seem labo- 
 rious and roundabout, and will undoubtedly be ob- 
 jected to as such by some few whose minds are too 
 lethargic and indolent to profit by it, but to those 
 with a little patience and diligence it will soon seem 
 the natural process, become ready and easy, and 
 possess the advantage of almost invariably effecting 
 its object. 
 
 To obtain substitutes or familiar ideas from un- 
 familiar terms, they should be selected as fol- 
 lows : — 
 
 1. From the whole word, by taking another one 
 
T) I THE SCIENCE OF MEMORY. 
 
 like it with a different meaning, as china, the article, 
 for the country China, or amazon, the female, for 
 the river Amazon, etc. 
 
 2. From some word similar in sound, as grease for 
 Greece, or chilli, the capsicum, for the country 
 Chili, etc. 
 
 3. From the parts of a word, as water for 
 Waterloo, chick for Chickahominy, ink for Inker- 
 mann, or deck for Melchizedek, etc. It is always 
 desirable to form the familiar idea, where possible, 
 from the first syllable, as it suggests the unfamiliar 
 idea more readily than when the substitute is selected 
 from the middle or the end of a word. 
 
 1. From ideas that in pronunciation give a sound 
 like the initial portion of the unfamiliar terms, as 
 cot for Kotzebue, or nib for Niebuhr, etc. 
 
 5. From any idea with which the word is usually 
 connected, that will with certainty recall the more 
 unfamiliar term, on the same principle that pipe will 
 recall tobacco, and wire the telegraph, etc. 
 
 6. Or another meaning of the word may be em- 
 ployed for association, as house for habitation, or 
 face for physiognomy, etc. 
 
 The object in view, as will be seen from the fore- 
 going, is to substitute the most familiar idea that 
 can be thought of, for another that presents diffi- 
 culties in associating, or over which the mind has 
 not the same command that it has over a strictly 
 familiar idea. For this purpose, any idea, however 
 
THE SCIENCE OF MEMORY. 55 
 
 apparently ridiculous and inappropriate,, that will 
 accomplish the object easily and surely, is as good 
 and as pertinent as the best medium. 
 
 It will be necessary to import another principle of 
 association into the next exercise; that of intro- 
 ducing an intermediate link, consisting of a short, 
 relevant, familiar phrase, between any two ideas, 
 where the natural power of association between them 
 may not be sufficiently strong to insure their recur- 
 rence to the mind in conjunction. The advantage of 
 this means of connecting two words or ideas that 
 seem so entirely opposed to each other, and so an- 
 tagonistic as to possess apparently no possible rela- 
 tionship, can hardly be over-estimated. 
 
 Example. 1. Ant with Star. 
 
 „ 2. Mandarin with America. 
 
 The tendency of these ideas to coalesce is not 
 great, therefore some such intermediate phrases as 
 the following should be used to unite them. 
 
 1 . The Ant possesses such industry, that if found 
 in a man would make him a wonder and a Star. 
 
 2. A Mandarin could not be more out of his 
 element than in America. 
 
 Example. 3. Horseradish with Cathedral. 
 
 In this instance the following intermediate phrase 
 might be used to connect the ideas. 
 
 Horseradish may yet be grown by Macaulay's 
 New Zealander on the site of this Cathedral. 
 
 Two such ideas as the last, however, might be 
 
T>() THE SCIENCE OF MEMORY. 
 
 associated in other ways, according to the tastes and 
 predilections of the students. The horseradish might 
 be pictured to the mind as growing, or having been 
 found, in the cathedral. Again, they could be re- 
 duced to the two more familiar ideas, horse and cat, 
 and pictured to the mind as a horse playing with a 
 cat. The horse will then easily lead the mind to 
 horseradish, and the cat to cathedral. 
 
 Such are the principal devices or aids for connect- 
 ing two ideas that may have no relationship in 
 common, but it is impossible to indicate which form 
 of association, or even which phrases to use between 
 any two ideas ; as that which might prove the best to 
 one mind, from the diversity of taste, education, etc., 
 might not prove so to another, though a little 
 practice will soon lead the student to select in- 
 tuitively that which in each case is most adapted to 
 his mind. 
 
 The intermediate phrases it is always desirable to 
 make as concise as possible, that they may prove no 
 burden to the mind. Those that first suggest them- 
 selves will very often be found the best. 
 
 Wliere a difficulty may be found in introducing a 
 relationship between two ideas, the mere endeavour 
 to establish such will in very many instances be quite 
 sufficient to fix them firmly together, on the principle 
 that, the nearer two ideas are brought together in the 
 mind, the more easily they are remembered in con- 
 junction. 
 
THE SCIENCE OF MEMORY. 57 
 
 The intermediate links may seem a cumbersome 
 method of connecting ideas, but it will be found in 
 practice much less so than it appears, for the flash 
 of thought through the mind is so rapid that its pas- 
 sage from one idea to another, even over the inter- 
 mediate link, is almost instantaneous. They offer 
 very little burden to the mind, for they are very 
 easily remembered where simple and pertinent ones 
 are selected. Besides, the formation of appropriate 
 phrases will be found greatly to promote the ima- 
 gination and reflective faculties. 
 
 The phrases, which are merely arbitrary asso- 
 ciations, should be allied as nearly as possible to 
 what seems the natural connection between the ideas, 
 or otherwise as diametrically opposed to it; contrast I 5 
 being, as we have seen, one of the strongest prin- 
 ciples at work in the human mind in associating 
 ideas. Hence, opposed to relevance and propriety, 
 the more absurd and grotesque the connection esta- 
 blished between two ideas, the more strikingly they 
 are impressed on the mind, and the easier they are 
 of recall. Therefore, if in the selection of a phrase- 
 association, one of an absurd or grotesque character 
 appears to the mind, it is altogether undesirable to 
 hesitate for the purpose of finding a more reasonable 
 and appropriate one, if the one firstly alighted on 
 will surely serve the purpose. So long as the end 
 desired can be accomplished, it matters not much on 
 which principle of association it is encompassed. 
 
58 THE SCIENCE OF MEMORY. 
 
 Exercise III. 
 
 To connect a series of familiar ideas alternately 
 with unfamiliar words, between which there is no 
 natural connection whatever, in such a manner that 
 they can be repeated regularly either backwards or 
 forwards. 
 
 Rules. — Reduce the unfamiliar ideas to the greatest 
 simplicity possible, to notions as palpable and fami- 
 liar as the words will admit of, being careful to select 
 such as possess sufficient suggestive power to insure 
 the certainty of their recalling the ideas they repre- 
 sent. 
 
 Repeat the substitute-idea over once or twice in 
 the mind in order to be certain that it will instantly 
 recall the unfamiliar idea. 
 
 Proceed as before in associating familiar ideas; 
 but under no circumstances pass on from one idea 
 until it is firmly associated with the preceding one, 
 as otherwise a link in the chain of connection may 
 be destroyed. 
 
 Where the power of associating naturally is small 
 and defective, use an artificial association or an in- 
 termediate idea. 
 
 Field. 
 
 ~M assachuset t s . M assachusett s . 
 
 AVood. 
 Wood. 
 
 Amazon. Amazon. 
 
 Needle. 
 
THE SCIENCE 
 
 OF MEMORY. 
 
 Needle. 
 Agate. 
 
 Agate. 
 
 
 Bottle. 
 
 Bottle. 
 
 
 Agrippa. 
 
 Agrippa. 
 
 
 Bush. 
 
 Bush. 
 
 
 Denmark. 
 
 Denmark. 
 
 
 Church. 
 
 Church. 
 
 
 Chickahominy. 
 
 Chickahominy. 
 
 
 Card. 
 
 Card. 
 
 
 Russia. 
 
 Russia. 
 
 
 Pen. 
 
 Pen. 
 
 
 Wolsey. 
 
 Wolsey. 
 
 
 Brick. 
 
 Brick. 
 
 
 Turin. 
 
 Turin. 
 
 
 Paper. 
 
 Paper. 
 
 
 Trafalgar. 
 
 Trafalgar. 
 
 
 Candle. 
 
 Candle. 
 
 
 Soult. 
 
 Soult. 
 
 
 Coal. 
 
 Coal. 
 
 
 Beauregard. 
 
 
 59 
 
GO THE SCIENCE OF MEMORY. 
 
 
 Beauregard 
 
 
 Lace. 
 
 Lace. 
 
 
 Tychoon. 
 
 Tychoon. 
 
 
 Ape. 
 
 Ape. 
 
 
 Butler. 
 
 Butler. 
 
 
 Castle. 
 
 Castle. 
 
 
 Delhi. 
 
 
 The next exercise will be one falling under the 
 third proposition; namely, to connect unfamiliar 
 ideas with other unfamiliar ideas. 
 
 In this case the method of proceeding is very 
 similar to that in the preceding exercise. We con- 
 vert the unfamiliar ideas into others as familiar and 
 suggestive as possible, such as on being presented 
 to the mind shall with certainty recall the former. 
 Then take two at a time, and associate as in the pre- 
 vious .exercises. 
 
 In the event of the unfamiliar idea being so en- 
 tirely unfamiliar, that the familiar one formed there- 
 from would not infallibly call up the other, the fol- 
 lowing expedient may be employed, which, in the 
 majority of instances, will be found fully to meet the 
 case. Take the unfamiliar idea, and pronounce it 
 very slowly for the purpose of educing from it some 
 familiar phrase, e.g., Mississippi, whence we should 
 get Miss his hip eh ! Massachusetts, whence we 
 
THE SCIENCE OF MEMORY. 61 
 
 should get Massa choose it ; and in a similar manner 
 phrases may be formed from the majority of difficult 
 words, more or less simple and approximate in sound 
 to the original word. Having formed the phrase, 
 the leading word must be selected as the familiar 
 idea for associating. The process will then stand 
 thus : the familiar idea will firstly recall to the mind 
 the familiar phrase, and from this the mind will easily 
 pass to the first unfamiliar idea. Then we revert to 
 the familiar one to take the other idea that it is 
 associated with, which we shall deal with in like 
 manner, and so on to the end. 
 
 One more illustration will suffice to render the 
 plan perfectly clear. We will take the word Melchi- 
 zedek. If we articulate it slowly, we shall easily get 
 the phrase may kiss a deck, which is so similar in 
 sound that in rapid pronunciation it might easily be 
 mistaken for it. Hence, given the idea deck, the 
 phrase may kiss a deck will easily succeed it in the 
 mind, and the transition to the required unfamiliar 
 idea will be equally as ready. In this instance the 
 familiar idea for associating with a succeeding word 
 would be either kiss or deck, whichever of the two 
 might prove most convenient. 
 
 This plan, which in description may seem tedious 
 and circuitous, will in practice be found very easy 
 and efficacious, and to a certain extent a natural one, 
 as, when such difficult words are first met with, the 
 mind intuitively, and almost without a person's being 
 
62 
 
 THE SCIENCE OF MEMORY. 
 
 conscious of it, makes use of some analagous opera- 
 tion by means of which to recollect them when it is 
 desired. 
 
 It will not often be necessary to call in the aid of 
 this plan, for the familiar substitute-idea in con- 
 junction with the very great power of localization 
 ever active in the mind, will usually be quite sufficient. 
 
 It will be necessary to proceed very slowly with 
 the following exercise, and to read down the list a 
 second time in order to establish the familiar ideas 
 as substitutes for the others. 
 
 Exercise 
 
 IV. 
 
 Kotzebue, 
 
 cot. 
 
 Niebuhr, 
 
 nib. 
 
 Melchizedek, 
 
 deck. 
 
 Coromandel, 
 
 core. 
 
 Vansittart, 
 
 tart. 
 
 Janiculum, 
 
 jenny. 
 
 Horsa, 
 
 horse. 
 
 Hengist, 
 
 hen. 
 
 Herbelot, 
 
 herb. 
 
 Manchester, 
 
 chest. 
 
 Sombrero, 
 
 sombre 
 
 Kamschatka, 
 
 cat. 
 
 Pomerania, 
 
 rain. 
 
 Livingstone, 
 
 living. 
 
 Liverpool, 
 
 pool. 
 
 Fortiguerra, 
 
 fort 
 
THE SCIENCE OF MEMORY. 
 
 63 
 
 Rochejaquelin, 
 
 roach. 
 
 Juan Fernandez, 
 
 fern. 
 
 Leverrier, 
 
 lever. 
 
 Lucknow, 
 
 look. 
 
 . Charlemagne, 
 
 Charley. 
 
 Parramatta, 
 
 matter. 
 
 Hippopotamus, 
 
 hip. 
 
 Gottingen, 
 
 got. 
 
 Chickaliominy^ 
 
 chick. 
 
 Fronto, 
 
 front. 
 
 Moliere, 
 
 mole. 
 
 Newton, 
 
 ton. 
 
 Laperouse, 
 
 lap. 
 
 Kurdistan, 
 
 curd. 
 
 Wooloomooloo, 
 
 wool. 
 
 associate 
 
 
 Cot. 
 
 
 Nib. 
 
 Nib. 
 
 
 Deck. 
 
 Deck. 
 
 
 Core. 
 
 Core. 
 
 
 Tart. 
 
 Tart. 
 
 
 Jenny. 
 
 Jenny. 
 
 
 Horse 
 
 Horse. 
 
 
 Hen. 
 
 Hen. 
 
 
 Herb. 
 
Gl 
 
 THE sci i N 
 
 Or MEMORY. 
 
 Herb. 
 
 
 Chest. 
 
 Chest. 
 
 
 Sombre 
 
 Sombre. 
 
 
 Cat. 
 
 Cat. 
 
 
 Rain. 
 
 Rain. 
 
 
 Living. 
 
 Living. 
 
 
 Pool. 
 
 Pool. 
 
 
 Fort. 
 
 Fort. 
 
 
 Roach. 
 
 Roach. 
 
 
 Fern. 
 
 Fern. 
 
 
 Lever. 
 
 Lever. 
 
 
 Look. 
 
 Look. 
 
 
 Charley. 
 
 Charley. 
 
 
 Matter. 
 
 Matter. 
 
 
 Hip. 
 
 Hip. 
 
 
 Got. 
 
 Got. 
 
 
 Chick. 
 
 Chick. 
 
 
 Front. 
 
 Front. 
 
 
 Mole. 
 
 Mole. 
 
 
 Ton. 
 
 Ton. 
 
 
 Lap. 
 
THE SCIENCE OF xMEMORY. 65 
 
 Lap. 
 
 Curd. Curd. 
 
 Wool. 
 
 It would be a good plan to form other lists of the 
 most difficult words that can be selected, in order to 
 practise this method thoroughly, and to stimulate 
 the ingenuity. 
 
CHAPTER III. 
 
 PHB DEEPEST IMPRESSIONS RECEIVED THROUGH THE SENSES — 
 NATURE OF ABSTRACT IDEAS — RULES FOR ASSOCIATING THEM 
 — EXERCISE OF SUBSTANTIVE AND ABSTRACT NOTIONS— THE 
 SAME ASSOCIATIONS NOT EQUALLY USEFUL TO ALL — EX- 
 ERCISE ENTIRELY OF ABSTRACT NOTIONS. 
 
 We find that those ideas are the easiest to impress 
 on the mind that are perceptible by the senses proper. 
 Those through the eye first, and the ear next., make 
 the >paost lively impressions thereon. 
 
 Hitherto we have been dealing with substantive 
 ideas, or such as possess a sensible, material exist- 
 ence, — as things, persons, or places, which we find 
 are comparatively easy to commit to the mind. The 
 other class, namely, abstract ideas, are much more 
 difficult of impress, as they give less tangible and 
 definite notions to the mind. The consideration of 
 this latter kind will form the subject of the present 
 chapter. 
 
 Abstract ideas are simply mental perceptions ex- 
 isting only in the mind, as virtue, homage, justice, 
 etc.j in contradistinction to those that are appre- 
 hended through the senses, — as boat, glove, dog, etc. 
 
 In associating these abstract ideas, we find chiefly 
 two propositions arise, namely, to unite a familiar, 
 
THE SCIENCE OF MEMORY. 67 
 
 substantive idea with an abstract one, or two abstract 
 ideas more or less familiar. It will be sufficient for 
 our purpose to consider these two only, though they 
 might be subdivided into familiar and unfamiliar of 
 each class. 
 
 The first exercise will be to associate substantive 
 alternately with abstract ideas. This may be accom- 
 plished in the several ways as under, according to 
 the nature of the abstract notions. 
 
 1. We symbolize the abstract idea where it will 
 admit of it, thus a cross is the symbol of faith, a 
 cannon or a soldier may be selected as the symbol of 
 war, music or olive-branch of peace, and in this man- 
 ner the great majority of abstract ideas may be re- 
 presented by substantive and familiar notions. The 
 symbols thus selected are associated with the sub- 
 stantive ideas in the usual way by picturing them in 
 the mind, etc. Suppose, for instance, the ideas were 
 bun and faith, the symbol for the latter would of 
 course be a cross, and to picture these together in 
 the mind is very simple. 
 
 2. Compare the ideas in order to ascertain clearly 
 what affinity or relationship they may have for each 
 other. 
 
 'Example. To associate snail and sagacity. Now, 
 in comparing these two ideas, it will instantly be 
 seen that in the former there is an almost entire 
 absence of the attribute, sagacity, and that it does 
 not appear to exhibit it in any of its habits. It will 
 
 e 2 
 
THE SCIENCE OF MEMORY. 
 
 then be found that bringing these two ideas together, 
 and analysing them thus to discover the natural re- 
 lationship between them, will so unite them, that in 
 future it will be difficult to think of the one without 
 the other. 
 
 Two ideas thus brought in conjunction, and ce- 
 mented by this process, will, with the aid of the loca- 
 lising faculties of the mind, previously alluded to, 
 become almost indissoluble. 
 
 3. If it is found that two ideas will not conveni- 
 ently unite on either of the two previous plans, the 
 intermediate association may be used. 
 
 Example. Fox and Friendship. The fox for 
 poultry entertains peculiar friendship. 
 
 This method may by some be objected to as slow 
 and cumbrous, and at first it undoubtedly has the 
 appearance of being so ; but in use it will be found 
 this is not the case, and that practically it entails no 
 further burden on the mind ; while at times it is 
 fairly invaluable for the unition of ideas. 
 
 It depends entirely on the nature of the ideas, and 
 upon the knowledge and acquaintance with them, 
 which of these methods would be most appropriate 
 in each case. A glance will usually determine a per- 
 son which to use; but, in the majority of instances, 
 the comparison of two ideas will fix them together in 
 the mind. 
 
 The following exercise, then, will be to connect a 
 series of substantive and abstract ideas alternately. 
 
THE SCIENCE OF MEMORY. 
 
 69 
 
 In all other propositions we proceed, associating the 
 first idea with the second, then taking the mind en- 
 tirely off the first one, and associating the second and 
 third, etc. ; but, in instances similar to the present 
 one, it is more desirable to connect together the sub- 
 stantive ideas first, then to join the abstract to each 
 of the latter kind that they succeed or belong to. 
 The advantage attending this will be, that easy pro- 
 positions are substituted occasionally for others com- 
 paratively difficult, as will be seen in the following 
 exercise. 
 
 Dog. 
 
 Sheep. 
 
 Faith. 
 
 Grief. 
 
 Herring. 
 
 Tree. 
 
 Sagacity. 
 
 Folly. 
 
 Fox. 
 
 Mud. 
 
 Friendship. 
 
 Knowledge. 
 
 Horse. 
 
 Wheel. 
 
 Peace. 
 
 Penitence. 
 
 Water. 
 
 Shilling. 
 
 Justice. 
 
 Clemency. 
 
 be associated thus : — 
 
 
 Dog. 
 
 
 Herring. 
 
 Herring. 
 
 
 Fox. 
 
 Fox. 
 
 
 Horse. 
 
 Horse. 
 
 
 Water. 
 
THE SCIENCE OF MEMORY. 
 
 Water. 
 
 Sheep. Sheep. 
 
 Tree. 
 Tree. 
 
 Mud. Mud. 
 
 Wheel. 
 
 Wheel. 
 Shilling. 
 
 The abstract ideas are then joined to these, thus : 
 
 Dog — -faith. Sheep — grief. 
 
 Herring — sagacity. Tree — folly. 
 
 Fox — friendship. Mud — knowledge. 
 
 Horse — peace. Wheel — penitence. 
 
 Water — -justice. Shilling — clemency. 
 
 The foregoing being thoroughly understood and 
 mastered, we will try an exercise with ideas entirely 
 of an abstract nature. 
 
 The chief aid in this case must be the comparison 
 of the ideas, proceeding very slowly and analysing 
 them, thus bringing them close together in the mind. 
 The intermediate idea association can, however, at 
 times be adopted with great advantage, or symbols 
 substituted where found convenient. 
 
 It is necessary to observe again that it would be 
 altogether useless to give here the arbitrary and arti- 
 ficial associations between ideas, as from the different 
 degrees of acquaintance with the ideas, and the great 
 
THE SCIENCE OF MEMORY. 
 
 71 
 
 diversity of tastes in people, it would be impossible 
 to give those that should seem equally pertinent and 
 useful to all. It would be found, if several persons 
 were selected, and two or more ideas were given 
 them to join together, that with each one the asso- 
 ciations chosen would in some manner vary; and 
 that those which would appear to one mind striking 
 and impressive, to his neighbour's would in most cases 
 prove different, or altogether the reverse. Hence, it 
 has not been considered advisable to indicate any 
 particular associations between ideas in the exercises 
 given, as the students might force their minds to ac- 
 cept them when they would not have been chosen 
 naturally, and thus rather hamper the mind than 
 facilitate its operations. 
 
 
 Exercise VI. 
 
 Humour. 
 
 
 Praise. 
 
 Praise. 
 
 
 Glory. 
 
 Glory. 
 
 
 Power. 
 
 Power. 
 
 
 Humility. 
 
 Humility. 
 
 
 Rectitude. 
 
 Rectitude. 
 
 Trivni "Hi n p 
 
 Torpitude. 
 
 J. UI UllUUd 
 
 Pleasure. 
 
 Pleasure. 
 
 
 Gratitude. 
 

 72 
 
 THE SCIENCK 01' MEMORY. 
 
 Gratitude. 
 
 
 Malignity. 
 
 Malignity. 
 
 
 Hope. 
 
 Hope. 
 
 
 Benevolence. 
 
 Benevolence. 
 
 
 Charity. 
 
 Charity. 
 
 
 Variety. 
 
 Variety. 
 
 
 Wickedness. 
 
 Wickedness. 
 Theory. 
 
 Theory. 
 
 
 Reverence. 
 
 Reverence. 
 Shame. 
 
 Shame. 
 
 
 Selfishness. 
 
 Selfishness. 
 
 
 Happiness. 
 
 
CHAPTER IV. 
 
 IDEAS UNITE ACCORDING TO CERTAIN LAWS — THE TENDENCY 
 OF ONE IDEA TO RECALL ANOTHER NO GUARANTEE OF ITS 
 DOING SO — THE LAWS ON WHICH IDEAS UNITE IN THE 
 MIND — A THOROUGH KNOWLEDGE OF THEM IMPORTANT — 
 REMARKS ON THE APPLICATION OF THE PRINCIPLES. 
 
 Haying dwelt fully on the nature of ideas, and the 
 simplest methods of uniting them, in the course of 
 which we have seen that some associate most readily 
 while others are found difficult to do so, it now re- 
 mains to glance a little more in detail at the laws 
 that govern the same, and which are in constant ope- 
 ration in the mind in the reception of ideas, in order 
 to enable us the more easily to determine what arti- 
 ficial associations to employ, and to understand the 
 natural tendency of particular ideas to unite. 
 
 No idea can be connected with another without 
 conformity to some law or laws, or without there 
 being some reason or cause for the connection taking 
 place. These reasons or causes which operate to 
 unite ideas we term the " laws of association." 
 
 Ideas may recall other ideas with which previously 
 they have never been in conjunction before the mind, 
 in which case the mind recognizes a natural connec- 
 tion or affinity on one or more of these laws of asso- 
 ciation. 
 
7\ THE SCIENCE OF MEMORY. 
 
 The tendency of one idea to recall another is pro- 
 portionate to the natural connection between them ; 
 but, however great this affinity may be, no idea can 
 be certain to recall another with which it has not 
 previously been before the mind in conjunction. 
 
 The following then are the laws that govern the 
 association of ideas, which must be thoroughly under- 
 stood before any great proficiency can be made in the 
 art of joining ideas together, which latter is the key- 
 stone of memory, — whether natural or studied. 
 
 1. Proximity or conjunction. 
 
 2. Contrast or oppositeness. 
 
 3. Similarity or analogy. 
 
 4. Dependence or relationship. 
 
 5. Cause and effect or consequence. 
 
 It is an established law, that the more of these 
 principles there are in operation at one time to fix 
 two ideas together in the mind, the deeper will be 
 the impression produced, the stronger will be the 
 tie between them, and consequently the greater 
 the probability that on one being given to the mind, 
 the others that should follow or precede it will arise 
 with it. 
 
 1. Proximity or conjunction, either in time or 
 place, is the most frequent principle operating to join 
 ideas. It is that by which any objects presented to 
 the mind, either in proximity or attached to one 
 another, when one is subsequently called up, the 
 
THE SCIENCE OF MEMORY. 75 
 
 others will accompany it. Thus, if you had been 
 accustomed to see a particular picture on a wall, and 
 it were afterwards removed, the wall will at all 
 times suggest the picture, and vice versa. Again; 
 if you meet two friends, and afterwards mention 
 one, the other will recur to the mind also, or they 
 will both arise in the mind if the time and place be ( 
 referred to. If you sit down to dine with a party of 
 friends, they can all subsequently be enumerated by 
 recalling the one who was seated next to the head, 
 then the next one, and so pass round the table. On 
 this principle, a hymn or song will suggest the tune 
 it usually accompanies, and vice versa. Also, by 
 this all the shops in the longest street may be re- 
 membered by carefully noting each one succeeding 
 another. A portion will suggest the whole; thus, 
 the head of a person recalls the complete individual, 
 and a portion of a song suggests the other part, etc. 
 Anything occurring at a particular time, given the 
 time, the circumstance will arise in the mind. 
 
 The nearer two objects approach one another, the 
 greater will be the tendency of each to recall the 
 other, e. g., 
 
 Man. Wood. 
 
 Man. Wood. 
 
 Man. 
 Wood. 
 
7G THE SCIENCE OF MEMORY. 
 
 Again : 
 
 A 
 
 i 
 
 1 
 
 t 
 
 .1 
 
 A* 
 It 
 
 t? 
 
 §} 
 
 2. Contrast or oppositeness is the principle acting 
 next in strength and frequency to connect ideas. 
 It is that by which ideas have a tendency to recall 
 others to which they present a contrast or contra- 
 riety ; and the more complete the contrast or dis- 
 similarity, the livelier will be the impression they 
 will produce, and the greater the tendency of each 
 to recall the other. Thus, if you meet a very hand- 
 some lady with a very ugly husband, the liability of 
 each to recall the other will be very great. Again ; 
 if you were told that Mr. Green was a great dullard, 
 but had an intimate friend, Mr. Sapientia, who was 
 a learned and sagacious man, the tendency to re- 
 member the two in conjunction would be very great. 
 
 All ridiculous and erroneous ideas have a ten- 
 
THE SCIENCE OF MEMORY. 77 
 
 dency, according to the degree in which they are . 
 so, to recall that which establishes the absurdity 
 and error. 
 
 All antithetical expressions, such as good and evil, 
 light and darkness, etc., are easy of remembrance, 
 and ideas that have a tendency to an antithetical 
 position are easy of remembrance, according to their 
 approach thereto. 
 
 The contrast may be presented to the mind in 
 size, shape, colours, qualities, and in numerous forms 
 of incongruity. 
 
 3. Similarity or analogy is the next principle, and 
 is that one by which ideas that possess any similarity, 
 or between which there is any analogy, have a ten- 
 dency to suggest each other to the mind ; and the 
 more perfect the resemblance or distinct the analogy, 
 the greater will be the degree in which that tendency 
 exists. Thus, if you meet a person very much like 
 another with whom you are acquainted, this latter 
 one will immediately recur to the mind. A likeness 
 or photograph puts one in mind of the subject of it, 
 and a drawing or picture, of what each represents. 
 
 The operation of this principle gave rise to the 
 idea of erecting statues to the memory of those whose 
 lives it was desired to keep in remembrance. 
 
 The idea of similarity or analogy may occur to 
 the mind in numerous ways, either in size, shape, 
 colours, qualities, or through some circumstance or 
 attribute common to each. 
 
78 THE SCIENCE OF MEMORY. 
 
 4. Dependence or relationship is the principle of 
 proceeding from one thing that is primary to another 
 that is dependent, subsidiary, or continuous of it, 
 and that is in some measure naturally connected 
 with it, and vice versd. Thus, from parent one 
 would easily proceed to child, from steeple to church, 
 from gun to powder, from tree to the branches, 
 twigs, leaves, bud, flower } fruit, etc. A rose or 
 violet will conjure up the particular perfume ema- 
 nating from each. 
 
 The strength with which this principle operates 
 will be in proportion to the clearness and definiteness 
 of the ideas, and the obviousness of the relation 
 betw(>en them. 
 
 The dependence or relationship may be either 
 natural and intimate, as tree and branch, or acci- 
 dental and arbitrary, as bird and cage, sea and ship, 
 fire and grate, etc. 
 
 5. Cause and effect or consequence is the remain- 
 ing principle operating to connect ideas. It is that 
 by which we remember effects by the causes that 
 produce them, and vice versd, and whatever is in 
 any degree the resulting consequence of other ideas. 
 A chop, fowl, peach, glass of wine, etc., will 
 recall the sensation of taste that each gives rise to. 
 Powder will suggest to the mind all the effects it 
 will produce. The mention of a casualty will recall 
 the origin of it. 
 
 The strength with which this principle acts is 
 
THE SCIENCE OF MEMORY. 79 
 
 according to the relative degree of causation, and 
 the obviousness of the effects and their causes. This 
 principle is more especially active in scientific, ma- 
 thematical, and educated minds. 
 
 A thorough comprehension of these laws will 
 prove of very material service in associating ideas. 
 When it is required to associate two notions firmly, 
 they should be referred to these principles, to see 
 under which of them the mind would associate them 
 naturally, whether by dependence or contrast, etc., 
 and then the natural tendency can be easily stimu- 
 lated. This should always be done before the ideas 
 are compared, and after practising it a little the mind 
 will do it intuitively. 
 
 When two ideas would unite only on one of the 
 preceding laws, and it should be desired to form a 
 stronger connection between them than would take 
 place under that one, but little ingenuity will be 
 required to form arbitrary associations on some of the 
 other principles. 
 
 Example. Powder and lightning. These two ideas 
 would naturally unite in the mind on the law of 
 similarity. The fact would immediately arise in the 
 mind that they have many points of analogy, for 
 instance, the flash in the discharge of powder is 
 much like lightning; and again, their effects are 
 equally instantaneous and awe-inspiring. Now, 
 should it be desired to strengthen further this appa- 
 rently natural connection between them, in order to 
 
80 THE SCIENCE OF MEMORY. 
 
 give a greater certainty that on mentioning the one 
 the other should accompany it in the mind, an asso- 
 ciation should be formed between them on one of 
 the other principles. In this case we might seek to 
 establish it under cause and effect, and the mind has 
 but to conceive the lightning coming into contact 
 with the powder and the consequence that would 
 ensue, which would be sufficient to connect them on 
 this one. A little ingenuity would easily form asso- 
 ciations under contrast and the remainder of the 
 principles. 
 
 It will be found usually that strong associations 
 may be formed on the principle most opposed to 
 that one under which the natural connection takes 
 place. Thus when the ideas come naturally under 
 similarity or proximity, contrast should be used, and 
 when they would unite under contrast, then employ 
 similarity. 
 
 By proceeding in the manner described, the in- 
 genuity will be fostered in contriving the associations, 
 and the reasoning faculties developed in comparing 
 and analysing the qualities and attributes of the 
 ideas, and the power of connecting them will be as 
 great as can ever be required or desired. 
 
 If the ideas are thoroughly compared and brought 
 together, and their relationship fully apprehended, 
 it will be found that the more arbitrary and less 
 natural plan of intermediate association will not 
 often be required. 
 
THE SCIENCE OF MEMORY. 81 
 
 Some will object that at best this method, though 
 natural and sure, is slow and tedious. Slow and 
 tedious, and perhaps a little laborious it undoubtedly 
 seems, but assuredly this is compensated by achieving 
 with certainty and confidence the end desired. 
 Moreover, with a little perseverance and practice, it 
 will prove very simple, and the slowness and tedium 
 will diminish and be relieved by feelings of pleasure 
 and interest in the mental operations involved. 
 
 The nature of ideas, and the methods of associat- 
 ing them, have been dwelt on thus patiently, as it 
 forms the most important part of our subject, and 
 the more clearly and intelligently they are under- 
 stood and appreciated, the easier will all else that 
 pertains to the art become. The process of what is 
 termed learning, in reality, is little else than a joining 
 of new ideas to old ones, or the formation of new 
 combinations of what we call familiar ideas; hence 
 it resolves itself chiefly into the art of joining ideas 
 together, and presenting them to the mind in the 
 manner most calculated to produce lively impressions. 
 It may be likened to the trade of a chain maker, 
 when, if the art of making and joining one pair of 
 links is thoroughly understood, the construction of a 
 chain, whatever its length and calibre, is compara- 
 tively easy. Starting with one link as the basis, 
 others are added until the desired concatenation is 
 attained ; therefore, there is no more real art in 
 making a long chain than a short one. In the same 
 
82 THE SCIENCE OF MEMORY. 
 
 way with the memory; there is no more art in learn- 
 ing a long and complicated piece than a short one, 
 when we understand the laws regulating the unition 
 of ideas. Commencing with the initiatory idea of 
 tli? subject, we add another notion to it, then another 
 to the last one, and so on to the conclusion, as will be 
 fully illustrated in a subsequent chapter. 
 
 \ 
 
CHAPTER V. 
 
 THE DIFFICULTIES FOUND IN REMEMBERING NUMBEES CANNOT 
 BE OBVIATED WITHOUT RESORTING TO EXPEDIENTS — DR. 
 GREY'S PLAN THE FIRST STEP IN THEIR REMOVAL — ITS 
 DEFICIENCIES — PLAN PROPOSED TO MEET, AS FAR AS POS- 
 SIBLE, ALL REQUIREMENTS— EXAMPLE EXERCISE OF FORTY 
 FIGURES — ITS APPLICATION TO DATES, ETC. 
 
 In all times the small command of the mind over 
 numbers for their remembrance has been felt, and 
 from their nature it has been found impossible 
 directly to obviate it. If we enquire into the nature 
 of the difficulty, we shall find it arises from the fact 
 that the figures of which the numbers are composed 
 have no connection or mutual dependence on one 
 another, and because between them there is very 
 little difference, or rather characteristic distinction ; 
 therefore, when at any time one is brought back to 
 the mind, it affords no probability that the others, 
 which should follow, will accompany it. Between 
 the ideas ape and book there is a manifest difference, 
 so much so that they would never be mistaken in 
 the mind for one another, neither would any con- 
 fusion arise as to which of these two ideas was in- 
 tended, but between 2 and 5, 7 and 9, there is no 
 such characteristic distinction. Thus suppose the 
 
Hi Till: SCIENCE OP MEMORY. 
 
 number 257 were given to remember in connection 
 with some thing or event; though definite in itself, 
 yet, in the numerals composing it there is so little 
 obvious dependence of one on the other, — so little 
 local distinction to establish with certainty that the 
 2 >hould precede the 5 and not follow it, — that on a 
 subsequent occasion, when referring to the number, 
 some hesitation wonld, in the majority of cases, be 
 felt as to whether it really was 257, and not 527 or 
 275, unless unusual pains were resorted to in order 
 to remove the difficulty, and the attention concen- 
 trated sufficiently to obtain a perfectly clear and 
 distinct impression of the local and numerical rela- 
 tionship of each, to do which the attention would 
 require to be separately exerted several times. 
 
 The difficulties, then, experienced with numbers 
 arise, as seen by the foregoing, from the very nature 
 of the numerals used to express them, which are of a 
 twofold kind. Firstly, they belong to the class of 
 unfamiliar ideas, as they present no clear, tangible, 
 and substantial notions to the mind. Secondly, it is 
 almost impossible to associate one with another, and 
 
 ablish such a relationship between them, or mutual 
 dependence on each, that one shall indicate plainly 
 and at once the others preceding and following it. 
 
 Dr. Grey seems to have been the first who seriously 
 attempted to remove these difficulties, and his was 
 the first step in the right direction. He perceived 
 that words were easier to remember than figures, 
 
THE SCIENCE OF MEMORY. 85 
 
 therefore lie employed combinations of letters — for 
 they cannot be termed words — to represent the num- 
 bers. For each figure he selected two letters, so that 
 either might be used as most convenient. These he 
 used for dates, by taking the first syllable of the event, 
 and adding thereto the letters representing the figures 
 of the date. 
 
 His plan was accepted as a decided boon to 
 students, and was adopted for dates to a very great 
 extent in schools, but it has now in great measure 
 lapsed into desuetude, for the arbitrary sounds were 
 found only little less difficult than the numbers to 
 commit to the memory. The drawback in the plan 
 was, that the syllabic terminations used for the num- 
 bers presented notions in a high degree unfamiliar, 
 because harsh and meaningless. 
 
 The following plan, however, will meet, so far as is 
 possible, the impediments and uncertainties usually 
 found in committing numbers to the memory. In- 
 stead of learning the figures that compose the num- 
 bers, we propose to substitute for them words that 
 represent the most familiar ideas, and, when clearly 
 understood, the plan will be found so exceedingly 
 simple that a child may use it readily. 
 
 For the formation of these words, which for dis- 
 tinction we may term arithmologues, because they 
 represent numbers, we assign to each figure certain 
 consonants and consonant sounds, and these are 
 formed into words or arithmologues, by the intro- 
 
86 THE SCIENCE OF MEMORY. 
 
 duction of vowels. These arc then associated in the 
 usual way with the subject idea or the arithmologue 
 preceding it, as the case may be."* 
 
 In the adaptation of the letters to represent the 
 figures, we have proceeded entirely on the phonetic 
 principle, as the similarity of certain sounds, and their 
 contradistinction to others, render it very easy for 
 the ear to catch them in translating, and to ascribe 
 to them readily their numerical value. The follow- 
 ing are the consonant sounds that we will assign to 
 represent the numerals, and after considerable en- 
 quiry and patient experiment, this arrangement we" 
 find to be the most effectual and useful that can be 
 devised. 
 
 For the figure " 1" we substitute the first consonant 
 in the alphabet " b" but as for the ready formation 
 of eligible arithmologues one equivalent would not 
 suffice, we proceed on the phonetic principle for the 
 selection of another. «P" is the sound most similar 
 to " b" and so much is it like it, that in a great 
 number of words, if substituted for it, very little 
 injury would arise to the pronunciation, and the 
 identity would not be destroyed; therefore we shall 
 use at option " b " or " p " as equivalents for the 
 numeral 1. 
 
 For " 2 " we shall take " d," or at option " tf 
 the consonant that in expression most approaches it 
 
 * As there will usually be considerable room for choice, appro- 
 priate ideas should be selected for association. 
 
THE SCIENCE OF MEMORY. 87 
 
 in sound. On enquiry, however, we find that it is 
 desirable to increase even further the power of form- 
 ing arithinologues for this numeral, when used either 
 separately or in combination; therefore we will ap- 
 point the double letter sounds — "$t" as in stone, and 
 "th" as in thong, to act as further and minor 
 equivalents for the figure 2. 
 
 For " 3 " we propose to use the consonant sounds 
 €€ f" " v" and " w," which in pronunciation are all 
 much alike, as we see in the words fail, veil, wail. 
 
 " M" will be sufficient to represent "4/ J 
 
 " L " will stand for " 5/ J and as the same letter 
 represents 50 in Roman notation, the mind by an 
 easy transition will be led to use it for 5. 
 
 For 6, «n. n 
 
 For 7, "r." 
 
 As equivalents for the figure "8" we shall use 
 the soft sounds — " g" as in gem, and e fj" as in jam ; 
 but in practice these will not be found to afford a 
 sufficient number of desirable arithmologues, there- 
 fore we shall use the further soft sounds, " ch" as in 
 chief, and " sh " as in sheaf. In speaking these, the 
 separate letters must not be mentioned, but their 
 sound only — as gfem), chfiefj, and shfeaf). 
 
 For the numeral " 9 " we shall use the hard sounds 
 " g " as in girl, " c " (always pronounced as kj as in 
 coal, and u k " as in king. The sound " qu " as in 
 queen may also be used if desired. 
 
 For the cipher "0" we substitute the hissing sounds 
 
cSS THE SCIENCE OF MEMORY. 
 
 u c" soft as in cedar, €t s" and u z. 3 
 
 and " s" give but one sound, and t€ z" is only a 
 
 harsh modification of the latter. 
 
 The numerals and their equivalents will then stand 
 thus : — 
 
 1. 
 
 b,p. 
 
 
 
 2. 
 
 d, t and st, th. 
 
 
 
 3. 
 
 /, v and w consonant. 
 
 
 
 l, 
 
 m. 
 
 
 
 5. 
 
 1. 
 
 
 
 6. 
 
 a. 
 
 
 
 7. 
 
 r. 
 
 
 
 8. 
 
 (/ soit,j, ch, sh. 
 
 
 
 y. 
 
 ff hard, c hard, k (and 
 
 qu 
 
 if wanted) 
 
 0. 
 
 c soft, s, z. 
 
 
 
 The advantage of having more than one equivalent 
 for some of the numerals will in practice soon be 
 recognized, as it affords a much larger vocabulary of 
 words or arithmologues \ but at first perhaps it would 
 be desirable to select only one for each, as with a 
 little practice the mind will speedily fall into the 
 use of the others. 
 
 In using these numeral equivalents, we introduce 
 whatever vowels are necessary for the formation of 
 the familiar and sensible ideas. Thus, for instance, 
 to represent the unfamiliar and intangible notion 46, 
 Ave have " m" for 4 and "h" for 6, between which 
 we insert the vowel u a** and get the familiar idea 
 
 
THE SCIENCE OF MEMORY. 89 
 
 " man." But, in the event of this idea not proving a 
 suitable one for association with the object with which 
 we desire to .remember 46, we can then use at option 
 either men, mine, money, moon, etc., each of which 
 represents 46, and presents something definite, clear 
 and familiar to the mind. 
 
 Exercise. To remember forty figures consecutively . 
 This it will be seen at once would, to the most power- 
 ful memory, prove a formidable task, but on the 
 plan we have described it is rendered most easy to 
 any person who has sufficiently mastered the numeral 
 equivalents, that on mentioning any figure, the 
 corresponding consonant sounds shall immediately, 
 and without hesitation, present themselves to the 
 mind. 
 
 4692814678003627186217495279812437803216. 
 
 These figures are taken quite par hasard, so that 
 it affords a fair specimen how far all difficulties are 
 removed from the remembrance of numbers. It will 
 be perceived that there is no limit to the quantity 
 that can be committed to the mind in relation to 
 any subject. A thousand would not be more difficult 
 than twenty to retain, as it would only be lengthen- 
 ing the operation, and multiplying the propositions 
 of association without entailing any disproportionate 
 trouble. 
 
 We proceed in our exercise, taking two figures at 
 a time. 
 
90 
 
 THE SCIENCE OF MEMORY. 
 
 46 
 
 92 
 
 81 
 
 46 
 
 78 
 
 00 
 
 man 
 
 coa£ 
 
 shop 
 
 money 
 
 rich 
 
 houses 
 
 36 
 
 27 
 
 18 
 
 62 
 
 17 
 
 49 
 
 avenue 
 
 tree 
 
 beech 
 
 nut 
 
 beer 
 
 mug 
 
 52 
 
 79 
 
 81 
 
 24 
 
 37 
 
 80 
 
 health 
 
 rock 
 
 ship 
 
 steam 
 
 fire 
 
 asAes 
 
 32 
 
 16 
 
 
 
 
 
 wood 
 
 pen 
 
 
 
 
 
 Hence, these forty figures give us the following 
 twenty familiar ideas for association : — 
 
 Man. 
 
 Beer. 
 
 Coat. 
 
 Mug. 
 
 Shop. 
 
 Health. 
 
 Money. 
 
 Bock. 
 
 Rich. 
 
 Ship. 
 
 Houses. 
 
 Steam. 
 
 Avenue. 
 
 Fire. 
 
 Tree. 
 
 Ashes. 
 
 Beech. 
 
 Wood. 
 
 Nut. 
 
 Pen. 
 
 Having learnt these thoroughly, and made such 
 acquaintance with the numeral equivalents that the 
 words can be easily interpreted, the figures may then 
 be repeated either backwards or forwards. 
 
 Expedition in the use of this plan can only be ac- 
 quired by practice, as with any other art, such as 
 reading, writing, calculating, etc. 
 
THE SCIENCE OF MEMORY. 91 
 
 Words are valued, not according to the letters 
 used in spelling them, but by the consonant sounds 
 clearly recognised in their pronunciation. Thus would 
 is equal to 32, not 352, naughty to 62, not 692, 
 match to 48, not 428, etc. 
 
 The hard sound " ng" usually used as a final in 
 " ing," is for convenience considered equal to 9. 
 
 Except in decimal fractions, the cypher never 
 commences a number; therefore, words beginning 
 with the equivalents c soft or s may, where found 
 desirable, be valued as if these sounds were absent. 
 
 The plan here recommended for the recollection 
 of numbers is more especially useful for dates, for 
 which it is more directly intended. The difficulty of 
 remembering dates has always been found, for the 
 numbers present, as we have seen, no palpable, 
 familiar ideas to connect with the subjects ; hence, 
 uncertainty and confusion invariably arise in the 
 mind when endeavouring to recollect them. The 
 method of proceeding is as simple as in the preceding 
 case. First, select the most pregnant and suggestive 
 of the ideas in a subject, then form such arith- 
 mologues to represent the dates as seem most suitable 
 for association. 
 
 Examjjle. London was founded by the Romans, 
 
 A.D. 49. 
 
 Here we take the principal idea London to asso- 
 ciate with 49 ; and to represent the latter we have m 
 for 4, and g for 9, whence we get the idea muggy, 
 
92 THE SCIENCE OF MEMORY. 
 
 which will easily coalesce with London. These two 
 ideas may be associated in whatever way may seem 
 best, yet, in such a manner to secure, that on the 
 
 « former being presented to the mind, the arithmologue 
 
 will at once arise with it. From this example it will 
 be seen, that it is always desirable to form such arith- 
 mologues as may be, in some manner, characteristic 
 of the subject. 
 
 In dealing with dates B.C., consisting of four 
 figures or a plurality of thousands, it is best to have 
 two words of two numeral equivalents each to repre- 
 sent them. In dates a.d. of more than the thousand, 
 the initial figure 1 may be disregarded in the forma- 
 tion of the arithmologue, as no ambiguity or confu- 
 sion can possibly arise from doing so. 
 
 Example. Coaches were first used in England 
 a.d. 1589. 
 
 Here we reject the figure 1, and form an arith- 
 mologue for 589 to associate with the idea coaches, 
 whence we get all for 5, and shake for 89. 
 
 Thus, coaches — all shake. 
 
 The foregoing plan may be made equally available 
 for longitudes and latitudes, fractions, and most 
 purposes where figures are employed. 
 
CHAPTER VI. 
 
 THE POWEE OF LOCALIZING IDEAS EVEE ACTIVE IN THE MIND 
 — INSTANCES IN SUPPOET OF THE AEGUMENT — THIS PEIN- 
 CIPLE OF THE MIND NOTICED AND IMPEOVED TO THEIE 
 ADVANTAGE BY THE ANCIENTS — THE EFFICACIOUSNESS OF 
 THE PLANS CONSEQUENT ON THEIE SIMPLICITY. 
 
 There exists in the human mind a very strong 
 tendency to associate objects or ideas with the places 
 or localities with which they have any relation what- 
 ever, and this principle of localizing ideas is con- 
 stantly at work wherever we go, or whatever we see 
 or hear. 
 
 We have seen that for the purpose of association, 
 there must necessarily be two things or notions to 
 associate. Well ! in the localization of ideas the 
 locality or position constitutes one of these pre- 
 requisites, and the object or idea furnishes the other ; 
 and these are connected in the mind on the law of 
 proximity. 
 
 It must have been observed by most, that if any 
 place is named in a town, county, or country, any- 
 thing that may have happened there, or occurred to 
 a person in that particular place, will be immediately 
 recalled to recollection. Thus, if in any locality a 
 person is met with, or anything in particular noticed, 
 
91 THE SCIENCE OF MEMORY. 
 
 the person or thing so associated thereto will return 
 to the mind when the locality is afterwards suggested. 
 Again, when in a certain spot any striking train of 
 ideas has passed through the mind, or any soliloquies 
 and reflections been indulged in, on again revisiting 
 or even mentioning the place, they will with almost 
 infallible certainty be recalled to the mind. It must 
 have been often noticed that the page or position in 
 the page will easily recall the passage there previously 
 met with. One book in a case will recall the next 
 one, and so on through the entire number. In the 
 same manner the whole contents of a room can be 
 easily recalled ; the table will bring to the mind the 
 articles on it, the cheffonier and mantel-piece the 
 same, the carpet and walls the same, until everything 
 is enumerated with the greatest precision and exact- 
 ness. These facts are all dependent on the same 
 fixed and invariable laws, — laws which operate alike 
 in all minds, and are only variable in degree and 
 intensity according to the natural constitution and 
 calibre of the mind, and the extent to which it is 
 cultivated, and they explain what we shall understand 
 as the principle of locality. 
 
 This principle of the localization of ideas — and 
 the power to increase the natural capacity of the 
 memory from a just appreciation and an industrious 
 application of it — was noticed by the ancients, who 
 therefrom intelligently formed their plans for assist- 
 ing the memory, by ingeniously contriving places, or 
 
THE SCIENCE OF MEMORY. 95 
 
 objects to act as places, to which they could fix their 
 ideas. 
 
 Their chief plan was to take the rooms of a house, 
 and familiarize the mind well with the articles as 
 they occurred consecutively in it, so that from one 
 they could easily proceed to all the others either 
 backwards or forwards when required. To these 
 articles, which they termed topics (hence our word 
 " topics"), they attached, by arbitrary association, the 
 heads or leading and most suggestive ideas of what 
 they intended to remember; to the first object or 
 topic the first suggestive idea, to the second the next, 
 and so on, and when they wanted to bring back again 
 to recollection their subject, they had only to revert 
 to their objects, and the ideas they had been careful 
 to attach to them would invariably arise in due order, 
 while each suggestive idea would then recall the 
 minor ones connected with it. Another of their 
 plans was to take a large number of houses, in some 
 cases the rooms only, from a hundred upwards, and 
 to each of these, which were termed places (hence 
 are derived the expressions which we still retain, 
 " first-place," " second-place," etc.), they attached or 
 associated by imagination, in any manner that might 
 occur to them, the leading or suggestive words, as 
 shewn already. 
 
 Now, suppose in some portion of a discourse they 
 wished to repeat the following : — u Some little time 
 before Socrates drank the hemlock, one of his 
 
96 THE SCIENCE OF MEMORY. 
 
 friends, who was lamenting that lie was about to be 
 put to death innocently, was asked by Socrates 
 whether he wished that he should die guilty." This 
 passage might be the tenth in a discourse from which 
 a leading idea had been selected, and on the first 
 plan the tenth object to which this had to be 
 attached w r ould probably have been some such idea 
 as vase or fire. The idea in the above passage that 
 would have been chosen as the most striking and 
 suggestive would have been " hemlock ;" then if the 
 tenth object had been vase, they would have asso- 
 ciated the two ideas vase and hemlock in the simplest 
 and most natural manner they could think of, which 
 wonld have been by conceiving that that particular 
 vase might have contained the hemlock. When the 
 object acting as a prompter had recalled the leading 
 idea u hemlock/' the subordinate ones that pertained 
 to it would then be readily brought back to the mind 
 in proper sequence. Proceeding in this manner they 
 could commit to memory a hundred or more such 
 paragraphs, whether involved or otherwise, preserving 
 a clear and orderly remembrance of each, and could 
 relate any one of them at pleasure. 
 
 In using such facilities, it is not at all necessary 
 to have a fresh object for each occasion, as from the 
 strong and exquisitely wonderful property of gene- 
 ralizing ideas inherent in all, the same objects maybe 
 used to any number of ideas, and a ready and distinct 
 remembrance of them will invariably be preserved. 
 
THE SCIENCE OF MEMORY. 97 
 
 By some few this plan has been, and will be, derided, 
 and termed crude and childish, but so efficacious and 
 helpful was it found in former times, that Cicero and 
 many others of the mammoth intellects of past ages 
 expressed themselves greatly aided by, and indebted 
 to it. Its very power and usefulness consist in its 
 extreme simplicity, while to a certain extent it is so 
 philosophical and natural that it ought hence to have 
 been preserved from cavil. 
 
 To recapitulate; their chief plan consisted of 
 having certain familiar objects, following one another 
 in a fixed and regular order, firmly imprinted on the 
 mind, to which they attached the primary or leading 
 ideas of what they wished to remember, by imagin- 
 ing some action or relation between them, in such a 
 manner, that when they again reverted to these 
 objects, such ideas would accompany them in the 
 mind. These objects act the part of prompters, and, 
 as the assistance they afford is so great, we shall 
 proceed in the next chapter to construct a set, on the 
 laws that have been explained. 
 
CHAPTER VII. 
 
 >> 
 
 DIRECTIONS FOE THE FORMATION OF A SET OF "LOCALITIES 
 — THEIR USE EXPLAINED — DEFECTS IN THE ANCIENT PLAN 
 OF PROMPTERS — THESE OBVIATED HERE — SET OF ONE 
 HUNDRED PROMPTERS — CARE SHOULD BE BESTOWED ON 
 THE SELECTION OF THE SET FOR PERMANENT USE. 
 
 The wonderful facility with which the human mind 
 localizes ideas, the strength of localized impressions, 
 the ease with which they can be recalled, and the 
 rapidity with which the mind passes from one idea 
 to another by the medium of their localities, has 
 been made sufficiently apparent in the preceding 
 chapter. Proceeding in some measure on the ad- 
 mirable plan made use of by the ancients, and 
 found so effective, we shall adopt certain localities or 
 " places " to which to consign our ideas, and to aid 
 their recall through this principle. Into these loca- 
 lities we shall introduce the prompters we propose to 
 fix in the mind for permanent use. 
 
 It is necessary we should select the place with 
 which each one is most acquainted for division into 
 the numerous " places " or localities we shall require, 
 and as one's own house is the place with which each 
 is most familiar, we will make this suit the purpose 
 it will avail us. 
 
THE SCIENCE OF MEMORY. 
 
 99 
 
 We will, firstly, take the room which we most 
 frequent, and divide the main wall actually or 
 mentally into nine compartments, thus : — 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 The floor of the room will constitute our tenth 
 place. This done, we will take the next room in 
 order with which we are most familiar, — suppose the 
 sitting-room, and, by dividing the wall, we shall get 
 another nine "places," while the floor again will 
 form the tenth ; we shall then have twenty places. 
 By proceeding in the same manner with the next 
 three rooms most familiar to us, we shall have alto- 
 gether fifty " places " for the reception of our ideas, 
 as shewn in the diagram on the next page. 
 
 Now, to test the usefulness of these " places," and 
 the localizing power of the mind, it would be desir- 
 able to take twenty or thirty ideas of a heterogeneous 
 character, and, proceeding slowly, endeavour to 
 realize them consecutively in conjunction with the 
 places commencing at No. 1 on the first wall. At first 
 it may be necessary to go over them twice, when it 
 will be found that they are so strongly fixed, that by 
 reverting to the " places " in succession, the whole 
 of the ideas can be repeated either backwards or 
 
 g2 
 
100 
 
 THE SCIENCE OF MEMORY. 
 
 forwards, and should it be desired to allude to the 
 seventeenth idea, on reference to the seventh place 
 on the second wall that idea will arise. Expertness 
 in such use of the " places ,J can only be acquired by 
 practice.* 
 
 The same places may be constantly used for all 
 
 11 
 
 14 
 
 17 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 12 
 
 15 
 
 18 
 
 13 
 
 16 
 
 19 
 
 21 
 
 24 
 
 27 
 
 22 
 
 25 
 
 28 
 
 23 
 
 26 
 
 29 
 
 31 
 
 34 
 
 37 
 
 20 
 
 30 
 
 32 
 
 35 
 
 38 
 
 40 
 
 33 
 
 36 
 
 39 
 
 41 
 
 42 
 
 43 
 
 44 
 
 45 
 
 46 
 
 47 
 
 48 
 
 49 
 
 50 
 
 * The "places" can be dispensed with for use in conjunction 
 with the prompters, as soon as the mind is perfectly familiar with 
 the latter. 
 
THE SCIENCE OF MEMORY. 
 
 101 
 
 kinds of ideas, but seldom will any confusion arise 
 in the mind therefrom, as would be supposed. 
 
 We saw in the previous chapter that the ancients 
 selected the objects in their rooms for prompters, 
 but the great drawback with such ideas is, that their 
 use is so very circumscribed, they will not readily 
 coalesce with other ideas ; therefore, to obviate this, 
 we shall select such familiar ideas as have the 
 greatest number of natural associations attached to 
 them, whence they will possess a greater power of 
 coalescing with other ideas ; and further, they will 
 express by their mnemonic numeral power the rela- 
 tive positions they occupy. Such must then form the 
 most perfect set of prompters that can be devised. 
 
 The object-ideas we shall suppose to occupy the 
 " places," in the same manner that a picture hangs 
 on a wall, or a chair is situated in a room. In No. 
 1, or the first "place," we shall introduce Boiv, 
 which, in our mnemonic notation, counts as 1. In 
 the second place we shall put Tea ; in the third, Hive ; 
 fourth, May ; fifth, Hall ; sixth, Inn ; seventh, Hare ; 
 eighth, Hedge; ninth, Key; tenth, Baize; thus: — 
 
 Bow. 
 
 Tea. 
 
 Hive. 
 
 May. 
 
 Hall. 
 
 Inn. 
 
 Hare. 
 
 Hedge. 
 
 Key. 
 
 Baize. 
 

 102 
 
 THE SCIENCE OF MEMORY. 
 
 The following is the list of those for the four next 
 rooms. They should also be associated together 
 consecutively j to insure their following one another 
 more certainly and readily in the mind. 
 
 Baby. 
 
 J/ Whip. 
 
 /^Bat. 
 
 %1 Weed. 
 
 ;3 Beef. 
 
 /3 Wife. 
 
 /Cf Beam. 
 
 $ l) Foam. 
 
 /$- Ball. 
 
 j f Wheel. 
 
 Bone. 
 
 ^fcWine. 
 
 /y Beer. 
 
 Jy Wire. 
 
 Beech. 
 
 j>9 Watch. 
 
 /a Book. 
 Daisy. 
 
 $* Wing. 
 
 titf Mouse. 
 
 Top. 
 
 tl \ Map. 
 
 32. Toast. 
 
 Mat. 
 
 ^3 Dove. 
 
 i, 3 Muff. 
 
 j^ Tomb. 
 
 ^ ^ Mummy. 
 
 ^<- Deal. 
 
 45- Mill. 
 
 l(y Tin. 
 
 J) t Man. 
 
 Door. 
 
 Mayor. 
 
 $% Dish. 
 
 Match. 
 
 Duck. 
 
 Mug. 
 
 Vice. 
 
 Lace. 
 
 If the prompters are often used, it will at times be 
 found that as many as one hundred will be necessary 
 to have fixed in the mind. In this case, five rooms 
 must be selected in the next house with which the 
 student is most familiar, for localities for the second 
 
THE SCIENCE OF MEMORY. 
 
 103 
 
 fifty. The following ideas will then complete the set 
 of prompters : — 
 
 ^ Lap. M [> Rain. 
 
 i 1 Lead. ^y Rower. 
 
 Leaf, 
 ^tl Lime. 
 ' *r Lily. 
 J*% Line. 
 
 Lawyer. 
 $-£ Lodge. 
 
 Lock. 
 
 If 
 
 Arch 
 \jq Ring. 
 §t> Chaise. 
 %; Ship. 
 . s * Shot. 
 ^ Chaff, 
 ^(f Jam. 
 
 News (i. e. } newspaper). 5? ^ Shell. 
 
 Nib. 
 
 Nest. 
 j Knife. 
 \ 14 Name. 
 
 '. r Nail. 
 
 U Nun - 
 
 Honour, 
 j if Niche. 
 I) Ink. 
 ^ Rose. 
 Robe. 
 Reed. 
 Roof. 
 Room. 
 Reel. 
 
 Each of the prompters should represent to the 
 mind ; as far as possible, one particular object : thus, 
 
 ? Chain. 
 gv Shore. 
 
 Judge. 
 
 Jack. 
 
 Case. 
 5 , i Cap. 
 ; Coat. 
 4t> Coffee. 
 ol Comb. 
 
 Coal. 
 L Cane. 
 
 Crow. 
 
 Cage. 
 
 King. 
 
 } crb Pieces. 
 
101 THE SCIENCE OF MEMORY. 
 
 No. 3 should call up in the mind some Hive with 
 which it is familiar, and No. 60 some particular 
 News (paper) with which it is most associated. In 
 this manner each prompter will be made to recall 
 that object of each kind with which the mind has 
 the greatest degree of acquaintance. 
 
 It is well to observe that the prompters here 
 selected, are not recommended as the best that could 
 be chosen, but each student can easily arrange, on 
 the principles developed, a set adapted for his own 
 use. 
 
 As the desirability of having a well- arranged sys- 
 tem of prompters is so great, much care should be 
 spent on their judicious selection; and to aid the 
 student both in this and the formation of other arith- 
 mologues, a table is given at the end of this treatise 
 of all those words in the English language which he 
 is most likely to require. 
 
CHAPTER VIII. 
 
 THE PBOMPTEES SHOULD BE MOST PEBFECTLY ACQUIEED — THE 
 PUEPOSES TO WHICH THEY AEE APPLICABLE — HOW TO 
 EEMEMBEE A SEBMON OE LECTUEE BY THEIE AID — PLAN 
 FOE BEMEMBEEING PEOSE — POETEY DIVIDED INTO TWO 
 KINDS — EXEECISE OF THAT WITH NATUBAL SEQUENCE — 
 EXEECISE OF A PIECE WITH A MINIMUM OF SEQUENCE. 
 
 A good set of prompters having been obtained, they 
 must then be so firmly fixed in the mind, that they 
 can be repeated either backwards or forwards, with 
 as much ease and rapidity as the numbers they re- 
 present. 
 
 The prompters may be used for many purposes, 
 though they are chiefly serviceable in delivering 
 sermons, lectures, and speeches, or to retain all the 
 chief parts of these on hearing them, so that they 
 may be afterwards repeated. The doctor, merchant, 
 and man of business, may use them for their en- 
 gagements by associating thereto the names of the 
 various persons or places to be visited; then, on 
 reverting when required to the prompters, all the 
 persons, etc., will arise in the mind in their proper 
 order. They may be used for learning poetry or 
 prose when the pieces are at all long, — for the chap- 
 ters of a book, and for numerous other purposes in 
 
106 THE SCIENCE OF MEMORY. 
 
 life which experience will soon indicate to the stu- 
 dent. 
 
 The manner of using them for delivering either a 
 sermon, lecture, or a speech, is to divide the subject 
 into a number of convenient heads — from ten to 
 thirty, or even more — and then associate these heads 
 with the prompters. Those portions of the subject 
 of which the heads are the initial or indicative ideas, 
 may also be divided into a secondary class of sugges- 
 tive ideas, which can then be joined to these heads. 
 The subject will then be formed into a skeleton, or 
 as it were a framework, which on delivery will merely 
 require to be dressed in appropriate language. 
 
 In the case of committing a sermon or a lecture 
 to the mind on hearing it, the plan is much the 
 same, though somewhat more difficult, as the leading 
 ideas must be selected and the associations formed 
 with promptitude. The framework of the subject 
 will be taken down as before, and on repeating, will 
 only have to be clothed in the necessary language. 
 To remember a subject perfectly, it is absolutely 
 necessary that the mind should be in such a com- 
 posed condition that it can be fully concentrated on 
 it. It will also be essential to be on the guard not 
 to allow the attention to wander into any soliloquies 
 or reflections on the topics, as the whole of the time 
 is needed for seizing the striking ideas, and noting 
 the others that depend on them. The contemplation 
 of the subject must be left until afterwards. Fifty 
 
THE SCIENCE OF MEMORY. 107 
 
 prompters will usually suffice to take down a long 
 sermon or lecture, and less when it is treated in a 
 lucid and methodical manner. 
 
 Practice, however, is required in this as in other 
 things to acquire expertness, but the pleasure and 
 advantage that will attend the ability to bring away 
 in the mind, with certainty, the main ideas of a 
 sermon or lecture on hearing it, will well repay the 
 trouble taken. 
 
 To remember pieces of prose composition, where 
 short, the plan is to select the leading or suggestive 
 ideas as heads, and associate them, then observe 
 closely the ideas that pertain to each. It is hardly 
 needful to say that this plan does not give strict 
 verbal accuracy, but it enables one to preserve the 
 complete sense of a piece. 
 
 In the following passage the words in italics are 
 to be associated together, and when perfectly done, 
 which ought to be in reading it over twice, or at 
 most three times, it will be found that the student 
 has the quotation tolerably perfect. 
 
 " The Bible is the only book which God has ever 
 sent, the only one He will ever send into this world. 
 All other books are frail and transient as time, since 
 they are only the registers of time ; but the Bible is 
 durable as eternity, for its pages contain the records 
 of eternity. All other books are weak and im- 
 perfect, like their author, man; but the Bible is a 
 transcript of infinite power and perfection. Every 
 
108 THE SCIENCE OF MEMORY. 
 
 other volume is limited in its usefulness and in- 
 fluence ; but the Bible came forth conquering and to 
 conquer: ' rejoicing as a giant to run his course/ 
 and like the sun, c there is nothing hid from the heat 
 thereof/ The Bible only of all the myriads of 
 books the world has seen, is equally important and 
 interesting to all mankind. Its tidings, whether of 
 peace or woe, are the same to the poor, the ignorant, 
 and the weak, as to the rich, the wise, and the 
 powerful. The Bible, indeed, is the only universal 
 classic, the classic of all mankind, of every age and 
 country, of time and eternity, more humble and 
 simple than the primer of a child, more grand and 
 magnificent than the epic and the oration, the ode 
 and the drama, — when genius with his chariot of fire, 
 and his horses of fire, ascends in a whirlwind into 
 the heaven of his own invention. It is the best 
 classic the world has ever seen, the noblest that 
 has ever honoured and dignified the language of 
 mortals." 
 
 When the piece is of any great length, the head of 
 each paragraph should be associated to a prompter, 
 and then the leading ideas in the paragraph to this 
 head. The number of leading ideas that are required 
 to be selected as heads, depends entirely on the 
 degree of natural sequence in the piece, and the ability 
 and practice of the student. 
 
 Poetry, for our purpose, may be divided into two 
 classes ; that which contains natural sequence, more 
 
THE SCIENCE OF MEMORY. 109 
 
 or less, as in the heroic, descriptive, etc., and that 
 which possesses none, or but very little, as in the 
 imaginative, contemplative, passionate, etc. It is 
 hardly necessary to say the former is much the sim- 
 plest to deal with, as it is more definite and tangible, 
 and easier to picture in the mind. 
 
 The following is a specimen of that with the 
 natural sequence alluded to. The ideas in italics 
 have to be associated as before. Rhythm and metre 
 are of considerable aid in remembering poetry, as 
 additional faculties are called into operation to im- 
 press and suggest the ideas. 
 
 CRESCENTIUS. 
 1. 
 
 I looked upon his brow, — no sign 
 
 Of guilt or fear was there ; 
 He stood as proud by that death-shrine, 
 
 As even o'er despair 
 He had a power ; in his eye 
 There was a quenchless energy, 
 
 A spirit that could dare 
 The deadliest form that death could take, 
 And dare it for the daring's sake. 
 
 2. 
 
 He stood, the fetters on his hand, — 
 
 He raised them haughtily ; 
 And had that grasp been on the brand, 
 
 It could not wave on high 
 
110 THE SCIENCE OF MEMORY. 
 
 With freer pride than it waved now. 
 Around he looked with changeless brow 
 
 On many a torture nigh, — 
 The rack, the chain, the axe, the wheel, 
 And, worst of all, his own red steel. 
 
 3. 
 
 I saw him once before ; he rode 
 
 Upon a coal-black steed, 
 And tens of thousands thronged the road, 
 
 And bade their warrior speed. 
 His helm, his breastplate, were of gold, 
 And graved with many a dint, that told 
 
 Of many a soldier's deed ; 
 The sun shone on his sparkling mail, 
 And danced his snow-plume on the gale. 
 
 4. 
 But now he stood, chained and alone, 
 
 The headsman by his side ; 
 The plume, the helm, the charger gone ; 
 
 The sword that had defied 
 The mightiest, lay broken near, 
 And yet no sign or sound of fear 
 
 Came from that lip of pride ; 
 And never king or conqueror's brow 
 AVore higher look than his did now. 
 
 5. 
 He bent beneath the headsman's stroke 
 With an uncovered eye : 
 
THE SCIENCE OF MEMORY. Ill 
 
 A wild shout from the numbers broke 
 
 Who thronged to see him die. 
 It was a people's loud acclaim, 
 The voice of anger and of shame, 
 
 A nation's funeral cry, — 
 Rome's wail above her only son, 
 Her patriot, — and her latest one. 
 
 Miss Landon. 
 
 The next piece does not possess the degree of 
 natural connection traceable in the last, and, there- 
 fore, will not form such a distinct picture to the 
 mind. It will be necessary for the associations to 
 be strongly made, as the ideas will be less easy to 
 take up. 
 
 ODE ON AET. 
 
 Boiv. When, from the sacred garden driven, 
 Man fled before his Maker's wrath, 
 An angel left her place in heaven, 
 
 And crossed the wanderer's sunless path. 
 Tea. 'Twas Art ! sweet Art ! new radiance broke 
 Where her light foot flew o'er the ground; 
 And thus with seraph voice she spoke, — 
 " The Curse a Blessing shall be found." 
 
 Hive. She led him through the trackless wild, 
 Where noontide sunbeam never blazed ; 
 The thistle shrunk, the harvest smiled, 
 And Nature gladdened as she gazed. 
 
112 THE SCIENCE OF MEMORY. 
 
 May. Earth's thousand tribes of living things, 
 At Art's command , to him are given ; 
 The village grows, the city springs, 
 
 And point their spires of faith to heaven. 
 
 Hall. He rends the oak, — and bids it ride, 
 
 To guard the shores its beauty graced ; 
 He smites the rock, — upheaved in pride, 
 See towers of strength and domes of taste. 
 Inn. Earth's teeming caves their wealth reveal, 
 Fire bears his banner on the wave, 
 He bids the mortal poison heal, 
 
 And leaps triumphant o'er the grave. 
 
 \ 
 Hare. He plucks the pearls that stud the deep, 
 Admiring Beauty's lap to fill ; 
 He breaks the stubborn marble's sleep, 
 And imitates creating skill. 
 Hedge. With thoughts that swell his glowing soul, 
 He bids the ore illume the page, 
 And proudly scorning Time's control, 
 Converses with an unborn age. 
 
 Key. In fields of air he writes his name, 
 
 And treads the chambers of the sky ; 
 He reads the stars, and grasps the flame 
 That quivers round the Throne on high. 
 
 Baize. In war renowned, in peace sublime, 
 
 He moves in greatness and in grace, 
 
THE SCIENCE OF MEMORY. 113 
 
 His power, subduing space and time. 
 Links realm to realm, and race to race. 
 
 Sprague. 
 
 Where the poem is at all long, it is always desir- 
 able to associate the leading idea in the first line of 
 each verse to a prompter, and then the minor ones 
 to the first ; as thus the chain of continuity is much 
 more easy to preserve, and any verse can with readi- 
 ness be touched upon. 
 
CHAPTER IX. 
 
 THE LENGTH OF TIME THINGS ABE REMEMBERED DEPENDENT ON 
 THE IMPRESSIONS THEY PRODUCE — DIRECTIONS FOR FORM- 
 ING DEEP IMPRESSIONS— WRITING OUT A SUBJECT NOT THE 
 BEST PLAN TO IMPRESS IT ON THE MIND — CASUAL IDEAS 
 SHOULD BE JOTTED DOWN TO PRESERVE THEM — HINTS TO 
 MINISTERS, LECTURERS, AND PUBLIC SPEAKERS ON THE ART 
 OF DELIVERY — OBSERVATIONS ON BEADING — TO REMEMBER 
 THE CHIEF CONTENTS OF A BOOK — CONCLUSION. 
 
 AYe have seen that all knowledge resolves itself into 
 certain primary ideas, to which others, many or 
 few, are attached by association in their relationship 
 or affinity to them ; that, therefore, the acquisition 
 of knowledge of whatsoever kind, is only the pro- 
 cess of combining new ideas with others that have 
 been previously understood. The length of time 
 that these various combinations of ideas are re- 
 membered, does not so much depend on their 
 being firmly associated with one another, as on 
 the strength of the impression they produce on 
 the mind, either at the time of their first reception 
 or by subsequent repetition. Hence, having fully 
 considered the methods for fixing ideas together, it 
 now remains, in completion of the subject, to inquire 
 into the means of forming deep impressions of those 
 that we may desire to retain at the mind's command. 
 
THE SCIENCE OF MEMORY. 115 
 
 1. It must be accepted as an inflexible rule that 
 whatever it is desired to remember long and clearly 
 must be deeply impressed on the mind. For this 
 purpose the subjects should be committed to the 
 mind when it is best adapted to receive them ; that 
 is, at those periods when, from experience, it is found 
 that it is most clear and buoyant to take lively im- 
 pressions, to trace analogies keenly, compare the 
 ideas closely, and understand them with an appre- 
 ciable feeling of energy and zest. To do this com- 
 pletely, those physiological laws adverted to in a 
 previous chapter should be observed, and only such 
 pleasures, pursuits, and studies, engaged in as are 
 calculated to give the body and the faculties of the 
 mind a healthy and invigorating activity and stimu- 
 lus. The delicate brain, through which the powers 
 of the mind operate, ought to be cultivated with the 
 assiduity with which athletes cultivate the body, 
 thus, raising the standard of its condition, and 
 placing the mind in the most favourable position to 
 be obtained, for the reception and rendition of ideas. 
 
 It is most important not to attempt committing 
 anything to the memory, when the body is fatigued 
 with exertion, or the mind weary with effort. It is 
 impossible at such times to do it satisfactorily, as the 
 subjects cannot be sufficiently clearly apprehended, 
 and there is not the requisite nervous energy to pro- 
 duce vigorous impressions, while, instead of strength- 
 ening the faculties, it will only militate agj 
 
116 THE SCIENCE OF MEMORY. 
 
 their efficiency. The mind bears many analogies to 
 the stomach. There is a seasonable time to give it 
 food, when it will be enjoyed and easily digested, 
 and there are periods when, instead of proving 
 beneficial, it will only hamper and injure it. 
 
 2. For the impressions to be deep, the ideas must 
 be clear and intelligible ; there should be no vague- 
 ness or obscureness about them. When a part is 
 not perfectly understood, it is folly to proceed until 
 its dubiousness is solved. Either a subject is not 
 worth attention at all, or, when taken up, merits 
 investigation and comprehension in all its parts and 
 details. 
 
 3. In committing to the memory, it is very desir- 
 able to eliminate everything that is not quite mate- 
 rial to the subject, thus making it as succinct as pos- 
 sible, and reducing it to the conspicuous and compa- 
 ratively important ideas, by doing which the mental 
 focus will be as it were contracted, and a greater 
 power of concentration hence obtained. Following 
 this, the mind will not be hampered more than is 
 necessary; while sufficient of the subject will be 
 preserved to suggest the remainder to recollection. 
 
 4. It is very essential to cultivate a methodical 
 arrangement of all its parts before committing a 
 subject to the mind. It is said that " order " is 
 heaven's first law, when we observe everything in 
 nature prepared with such exquisite regard to it. 
 Order should be man's also in the conduct of the 
 
THE SCIENCE OF MEMORY, 117 
 
 understanding, more especially in the memory, — its - 
 source and life, by which the character of the mind 
 will be increased, its operations facilitated, and its 
 beauties more perceptible. It would be impossible 
 to exaggerate the importance of this. In the various 
 walks and avocations of life, all have experienced 
 how much more easily things are performed, and 
 how much more speedily compassed, that are done 
 with due order and method. And in the same 
 manner with the intellectual faculties, those things 
 that are arranged and connected in the mind in a 
 methodical manner, are more easily impressed, more 
 fully comprehended, and are reproduced with corre- 
 sponding facility. As a homely illustration, all 
 must have found how much more easily things are 
 packed away when done so orderly, and with how 
 much greater readiness they can afterwards be 
 recurred to and passed in review : it is precisely the 
 same with things put away in the mind. Those 
 great men, whose wonderful powers of memory have 
 been the marvel of all subsequent times, possessed 
 in a high degree this faculty of method, or an in- 
 tuitive habit of dividing, subdividing, and arranging 
 a subject in all its parts and details, so as to reduce 
 it to the greatest simplicity, and make each part so 
 dependent on another that it should seem an integral 
 portion of it, or naturally emanating from it, when 
 the one would suggest again the other with almost 
 infallible certainty. Now there is little doubt that 
 
118 THE SCIENCE OF MEMORY. 
 
 if they had been desired to give a few rules for con- 
 tinual guidance in the use of the memory, the first 
 one would have been order, the second order, and 
 the third order. 
 
 5. The concentration of the mind, previously 
 alluded to, is merely the definition of its operation 
 in what is termed giving attention to anything. This 
 power of attention, or allowing the whole interest 
 and energy of the mind to be absorbed in a subject, 
 is an indispensable requisite of a good memory \ and 
 the stronger the mind, so the greater the degree in 
 which this power exists. An idea may make a 
 strong impression on the mind without much atten- 
 tion having been given to it ; but only so when it is 
 what is called u striking/' and touches on several of 
 the principles of association which then act together 
 to produce it. But, no subject can be retained in the 
 mind with clearness in all its main features, be 
 afterwards reproduced with facility, and, what is 
 very important, call up those ideas at the mind's 
 disposal which beautify and illustrate it, — to do 
 which there is a constant tendency on the principle 
 of analogy, proportionate to the fertility of the mind, 
 — without the attention is wholly devoted to it, both 
 at its reception and reproduction. As, then, this 
 power of denoting the whole energies of the soul on 
 anything is so important, because it improves not 
 the memory only, but all the finer qualities of the 
 mind, it should be made a constant habit to practise 
 
THE SCIENCE OF MEMORY. 119 
 
 and cultivate it, together with that condition of body^ 
 that most favours its exercise. Attention is the 
 handmaid of memory ; they each go hand in hand; 
 and reciprocate the action of the other. If it were 
 possible to analyse to its source a powerful and capa- 
 cious memory, with a view to discover whence its 
 vigour proceeded, it would be found that, in addition 
 to a healthy brain, its owner possessed in a corre- 
 spondingly high degree this faculty of concentrating 
 the mind on its objects. 
 
 6. It has previously been noticed that the strongest 
 and clearest impressions are received through the 
 medium of the sight, therefore, to produce a lasting 
 recollection of them, the ideas should be pictured 
 before the mind as much as possible. 
 
 7. It is very important to dwell sufficiently on the 
 ideas, to understand them clearly, appreciate their 
 connection with the preceding ones, and until they 
 are believed to be sufficiently associated. 
 
 8. When the leading ideas of a subject have been 
 selected for association, in the process of uniting 
 them the mind should be occupied with only two at 
 a time, to which the whole attention should be given 
 until assured that, on a subsequent occasion, one 
 being given to the mind, the other would instantly 
 succeed it. 
 
 9. Whenever the natural relationship between 
 two ideas is not sufficiently strong to insure their 
 rising together, even with the aid of the localising 
 
120 THE SCIENCE OF MEMORY. 
 
 power of the mind, artificial associations must be 
 used to produce the required connection between 
 them. It is a good plan to practise the formation 
 of artificial associations between ideas whenever an 
 opportunity is afforded. 
 
 10. It is necessary to repeat here what we stated 
 in a previous chapter, that for the formation of strong 
 associations, the ideas should be compared one with 
 another to search out the qualities and characteristics 
 of each, thus bringing them into the most immediate 
 connection, as we find on the principle of proximity, 
 the nearer two ideas are brought together in the 
 mind, the more readily and firmly they unite. 
 
 11. Care should be taken not to hurry over the 
 subjects the mind may be engaged on, as it prevents 
 that concentration necessary to receive deep impres- 
 sions. It is a characteristic of a strong mind not to 
 hurry in any of its operations, for haste is a weaken- 
 ing and mischievous failing, and hence early per- 
 ceived and guarded against. 
 
 It is desirable to discriminate between diligence 
 and haste; diligence that is useful and reasonably 
 practicable, which is also combined with clear com- 
 prehension and perfect concentration of the mind, 
 and that nervous intermittent haste — the offspring 
 of weakness, which gives but incomplete realisation 
 in the mind of the ideas brought before it, and ac- 
 complishes things only partially and imperfectly. In 
 nothing is the old adage, " what is worth doing at 
 
 i 
 
THE SCIENCE OF MEMORY. 121 
 
 all is worth doing well/' more prolific of truth and ' 
 meaning than in this conduct of the understanding. 
 
 Nothing can possibly tend more to strengthen the 
 understanding, than the practice of realising in the 
 very strongest manner the various things brought 
 under its notice ; and the extent of the impressions, 
 and consequently their remembrance, is in great 
 measure dependent on the degree to which ideas are 
 realized. 
 
 Strong minds realize ideas in a high degree, and 
 weak minds only in corresponding proportion. 
 
 12. As from the constitution of the mind every 
 idea and impression of which it has been conscious, 
 is liable to fade from its immediate command, it is 
 necessary to repeat over occasionally what it is desired 
 to preserve a constant and ready recollection of, in 
 order as it were to retouch the original impression, 
 and renew the mind's familiarity with it. There is 
 no time so appropriate for this as early in the morn- 
 ing, after the first repast. 
 
 13. At church or at lectures the eyes should not 
 be fixed on the minister or speaker, as the variations 
 in gesture, attitude, etc., tend constantly to distract 
 the bestowal of complete attention to the subject. 
 
 Some suppose that the surest way to remember a 
 subject is to write it out, concluding that the act of 
 writing it serves to impress it on the mind in a man- 
 ner otherwise unattainable. Now, there is consider- 
 able error in this, and it is a habit that should not 
 
12.2 THE SCIENCE OF MEMORY. 
 
 be commended, as it involves a great expenditure of 
 time, and does not actually accomplish the object 
 required so surely as is possible without it. What 
 the writing out of a subject actually effects, is easily 
 explained. We all know that the process of writing 
 is very much slower than that of reading, therefore 
 in it the mind is concentrated a longer time on each 
 series of ideas, by which of course a clearer and 
 fuller conception is produced. Further ; many of 
 the ideas are more fully impressed on the mind 
 through the principle of proximity, as the position in 
 the page of the manuscript often serves to recall 
 them. 
 
 But the object really can be accomplished equally 
 as well without the writing out, with less exertion 
 and in less time. Let one half of the time that 
 would be required to write out a subject, be spent in 
 reading it over slowly a second time, in order to 
 comprehend it intelligently, and the impressions 
 produced will be fully as deep as on the other plan, 
 while the principle of proximity will be equally as 
 active from the page of the book. 
 
 We may note here that those ideas which pass 
 through the mind from time to time, and may be 
 thought worthy to be preserved for future use or 
 reference, it is desirable to 'commit to writing, in 
 consequence of the frailty of the memory, and 
 further, because it gives them a more definite con- 
 formation. 
 
THE SCIENCE OF MEMORY. 123 
 
 A few words seem called for to ministers, public^ 
 speakers, and lecturers, on the great importance of a 
 good delivery. The remembrance which a person 
 carries away of a subject after hearing it, in a great 
 degree depends on the manner with which it is 
 delivered. Man is but frail, and that sermon, how- 
 ever mediocre, which is pronounced with a thorough 
 appreciation of the principles of elocution, will make 
 a deeper impression and be better enjoyed than that 
 one, however spiritual its essence, elevated its mo- 
 rality, and pure its ethics, that is drawled out in an 
 unvaried and soporiferous monotone. 
 
 To give the memory the most favourable oppor- 
 tunity of remembering it, a sermon should be sen- 
 tentious, extremely logical, and with an utter absence 
 of rhodomontade. It should be simple and wholly 
 unadorned with rhetorical flourishes, as this also 
 detracts from its dignity. The grandest discourse 
 ever delivered to an engrossed audience, which has 
 produced in the world more results than any other, 
 was the Sermon on the Mount, and it is only more 
 noted for the divinity of its teaching than for its 
 unequalled simplicity, whereas nothing can be easier 
 to remember than its aphoristical affirmations. 
 
 Grandeur of expression and copiousness of illus- 
 tration which might adorn any other discourse, only 
 proportionately debase a sermon, while they are 
 calculated more to enlist the attention in contempla- 
 tion of the attainments and abilities of the preacher, 
 
12 1 THE SCIENCE OF MEMORY. 
 
 than to carry conviction home to the heart as to the 
 reality and importance of the truths discussed, and 
 lead the mind surely to the point it is endeavoured 
 to enforce. 
 
 There should be a studied avoidance of everything 
 approaching singularity in deportment and gesture, 
 in order not to attract attention on the preacher. 
 It is related that a shrewd young critic went once to 
 hear a noted minister, in order to subject him to his 
 caustic animadversions, and on his return was asked 
 what opinion he had formed of him. To which he 
 replied that he had not thought anything about him. 
 He was then asked how he liked his style. To 
 this he answered that he had not considered, for 
 the enquiry only then put him in mind of it. It 
 was then demanded of him if he remembered the 
 discourse, when he admitted that he could repeat it 
 almost exactly, for the text at once drew his thoughts, 
 and the sermon was so suggestive that its conclusion 
 took him by surprise, and he had been engaged in 
 reflection on it all the meanwhile ; and he further 
 candidly avowed that in the divine's address and 
 style he could not find anything particular to notice. 
 This it would appear must have been precisely what 
 a sermon should at all times be to produce the 
 results aimed at. 
 
 The minister's whole manner should be as easy 
 and natural as possible. His delivery should corre- 
 spond to that of a trusted messenger, an envoy, from 
 
THE SCIENCE OF MEMORY. 125 
 
 some one in power, imparting important tidings to 
 an assemblage of friends and equals, and stating in 
 a deferential manner his own views on the same. 
 By this, confidence would be inspired in the audience, 
 and, there being nothing avoidable to distract the 
 attention or divert the thoughts, they would follow 
 with eager interest the course of the sermon. The 
 discourse should be well emphasised and delivered 
 very slowly, to enable the mind to realise sufficiently 
 the ideas, receive firm impressions of the same, and 
 call up its own thoughts in reference to them. 
 Slight pauses of a few seconds might occasionally be 
 made with advantage. 
 
 As it is relevant to the subject, it is worth while 
 alluding to the unfortunate habit many preachers 
 have of protracting their discourse beyond reasonable 
 and useful limits, until not only all interest in it has 
 ceased, but until the patience and forbearance of the 
 hearers are almost exhausted. It is most erroneous 
 to suppose that the attention can be kept engrossed 
 for an hour and upwards on the lessons, prayers, etc., 
 and then be fixed for another on the discourse, to 
 derive profit from and remember it, except in a few 
 isolated cases. The habits and pursuits, the multi- 
 plied sources of disquiet, the excitement, cares, and 
 vexations in the combat of life, the degree to which 
 all the passions of the soul are raised, all combine 
 more than formerly to reduce the tone of the brain, 
 and do not leave it in a position to maintain such 
 
126 THE SCIENCE OF MEMORY. 
 
 exertion without inconvenient effort. Three hundred 
 years ago, with the lower standard and range of 
 thought, it could easily have been supported, but in 
 the present more artificial, and, in some respects, 
 over- civilised age, it cannot be borne uniformly to 
 derive advantage from it. 
 
 The first portion of the service in the Established 
 Church is so lengthy, particularly in the morning, 
 that the sermon, to produce the effect that is desired, 
 and to be remembered afterwards, should certainly 
 not occupy more than half an hour. From the rea- 
 sons we have seen, the attention cannot be deeply 
 and energetically devoted for much above an hour's 
 space, otherwise fatigue will soon be experienced, and 
 lassitude and indifference supervene. 
 
 It is satisfactory to know that the art of delivering 
 a sermon is often so well understood, — as we see by 
 our well-filled churches and chapels with their atten- 
 tive congregations : but it must be admitted that in 
 both there is great necessity for improvement. Were 
 it oftener comprehended and practised, more would 
 be remembered, deeper would be the convictions 
 and greater the results produced in the hearts and 
 of the vast majority of our population. 
 
 Some portion of the foregoing is equally applicable 
 to public speakers and lecturers. The importance of 
 good delivery with them is often almost as great as in 
 the other instance. Where it is desired to carry 
 thorough conviction in the hearer, and produce in him 
 
THE SCIENCE OF MEMORY. 127 
 
 a subsequent clear recollection of the subject, it is 
 necessary there should be nothing in the speaker's 
 manner or appearance that would be at all likely to 
 take the attention off the subject, and direct it to 
 himself. The voice should be clear and ringing, and 
 the articulation slow, exact, and decided. The enun- 
 ciation cannot be too concise and pointed, while 
 verbal garniture and meretricious ornament should 
 be particularly avoided. The subject should be most 
 methodically arranged, each part seeming to infer 
 and lead on to the next, and naturally emanating 
 from the preceding. It is a very good plan, where 
 it will admit of it, to divide the subject into certain 
 portions — from four to a dozen — according to its 
 nature and length, and give out the " heads " of 
 them as they are arrived at. This may be done in 
 some such manner as a book is divided into chap- 
 ters, and the "heads" prefixed thereto. This ar- 
 rangement would materially assist the memory both 
 of the speaker and the hearer. 
 
 The maximum time of a lecture or a speech should 
 be an hour and a half, to afford an opportunity of a 
 fair proportion being retained, beyond which is a 
 comparatively useless expenditure of time, talents, 
 and ingenuity, for then it will not call into operation 
 to such an extent the various powers of the soul, and 
 will serve rather to please the fancy and gratify the 
 taste, than to inform the mind and educate the judg- 
 ment. 
 
128 THE SCIENCE OF MEMORY. 
 
 Reading, however, we find is the principal means 
 of communication between soul and soul when sepa- 
 rated by time or distance. None could have ima- 
 gined, when the press was first discovered, that the 
 domain of literature would ever reach the vast extent 
 and range we now see it occupies, and become the 
 mighty power among us it now is. Yet, like every 
 other good thing that we enjoy, we find it is also 
 abused. It is abused sometimes in its quality, but 
 more often in the quantity that people try to con- 
 sume. The rapid, hasty reading to which people in 
 the present times accustom themselves from the large 
 supply, and the desire of novelty, is particularly cal- 
 culated to weaken the memory, because the mind 
 takes but a superficial acquaintance and light evan- 
 escent impressions of its subjects, and this habit 
 being acquired, it is difficult in the extreme to alter 
 it, even when required. 
 
 What an infinitesimal portion of what people now- 
 a-days read do they afterwards retain ! And where 
 must the reason be sought ? In the different con- 
 stitution of their minds ? They are only too ready to 
 put the blame upon their memories, when in reality 
 it rests with themselves in the conduct of the mind 
 in the subjects on which it is employed. People 
 should not indulge themselves in reading what they 
 do not wish, or what may not be worthy to re- 
 member, and everything they read should be worth 
 reading well, reading carefully, and reading in such 
 
THE SCIENCE OF MEMORY. 129 
 
 a manner as to understand every part and passage, 
 their propriety or irrelevance, while permitting the 
 mind to conjure up to consciousness any ideas at its 
 disposal, that may tend to improve, heighten, or 
 illustrate the views, or otherwise, as the case 
 may be. 
 
 Reading seems to resolve itself into three kinds : 
 reading for instruction and acquiring truth ; reading 
 for obtaining news or intelligence of political and 
 social occurrences ; and reading for diversion, or, as 
 popular instinct has accurately termed it, to pass the 
 time away. 
 
 It is necessary to observe that the conduct of the 
 mind in each of these kinds of reading should be 
 very different. In the former case, the process of 
 reading should be extremely slow; the slower the 
 better. It is a mistake to suppose that the addi- 
 tional time spent over it is so much time lost. The 
 gain in the superior acquaintance with the subject, is 
 not a simple gain, it is a compound gain to the 
 understanding. The necessity of the reading being 
 very slow, is to allow the attention to be wholly 
 absorbed on it ; to enable each complete idea to be 
 engrafted firmly on the old stock, and to allow the 
 mind to weigh each, criticise and examine it, and 
 bring other ideas to support and illuminate, or con- 
 trovert and oppose it. Besides, the ideas are often 
 of an abstract nature, and these, it is seen, take a 
 longer time to comprehend and realise, though at 
 
L30 THE SCIENCE OF MEMORY. 
 
 the same time, it is wished that the retention of them 
 may be as permanent as possible. 
 
 For the second kind, such a deep degree of con- 
 centration is seldom required ; the process of reading 
 may be somewhat faster and more at ease, as, from 
 the nature of the subjects, they are more calculated 
 to produce impressions on the mind : while, having 
 but a transitory interest, it is not required to have a 
 very permanent recollection of them, nor is it neces- 
 sary to exercise reflection over them, to call up so 
 many notions in connection with them. 
 
 The third form of reading explains itself, and 
 frequently is of such a character, that it would be 
 the opposite of desirable to fix the attention much 
 thereon, as the subjects are too often of such a 
 supervacaneous nature that the less remembered of 
 them the better ; for they add neither solidity to the 
 mind, refinement to the taste, or improvement to 
 the morals. No remarks, therefore, seem needed for 
 the conduct of the understanding therein, further 
 than to avoid resorting to such as far as possible, as 
 it is a prostitution of the mind's powers, weakens 
 the memory, and produces lightness and incoherency 
 of thought. 
 
 The degree of attention and consideration that 
 should be given to reading must, however, in all 
 cases be governed by the recollection it is desired to 
 have of the subject afterwards. 
 
 To aid the retention of the contents of a book, 
 
THE SCIENCE OF MEMORY. 131 
 
 the chapters must be associated together, by select- 
 ing the primary or leading ideas of each, and to each 
 of the latter, again, a few further suggestive ideas in 
 the chapter may be joined. The number of ideas 
 that should be selected from each chapter, will depend 
 on the nature of the subject, the degree of sequence 
 or relationship between the parts, and the complete- 
 ness with which it is desired to be remembered. 
 
 In conclusion, it is hoped that the economy of the 
 memory, and its manner of operation, have been 
 sufficiently disclosed to lead the student to under- 
 stand the various influences affecting it, and how to 
 direct or modify it ; while it is certain that, if the 
 various rules and plans are intelligently appreciated 
 and diligently practised, he will gradually acquire 
 such strength of memory and command of his facul- 
 ties as is rarely equalled. 
 

APPENDIX. 
 
 TABLE OF ARITHMOLOGUES 
 
 IN THE ENGLISH LANGUAGE, REPRESENTING ONE 
 AND TWO FIGURES. (See page 104.) 
 
 1 
 
 2 
 
 heathy 
 
 thou 
 
 huff 
 
 
 
 heed 
 
 though 
 
 if 
 
 abbey 
 
 add 
 
 height 
 
 thy 
 
 ivy 
 
 ape 
 
 adieu 
 
 hide 
 
 tie 
 
 of 
 
 bay 
 
 ado 
 
 hit 
 
 to 
 
 off 
 
 be 
 
 aid 
 
 hod 
 
 toe 
 
 vie 
 
 beau 
 
 at 
 
 hoist 
 
 too 
 
 view 
 
 bee 
 
 day 
 
 hood 
 
 tow 
 
 vow 
 
 Bey 
 
 dew 
 
 hoot 
 
 toy 
 
 way 
 
 bough 
 
 dewy 
 
 host 
 
 two 
 
 we 
 
 boa 
 
 die 
 
 hot 
 
 tye 
 
 weigh 
 
 bow 
 
 do 
 
 hut 
 
 yeast 
 
 whey 
 
 boy 
 
 doe 
 
 idea 
 
 yet 
 
 why 
 
 buoy 
 
 dough 
 
 oat 
 
 youth 
 
 woe 
 
 by 
 
 due 
 
 oath 
 
 
 
 woo 
 
 ebb 
 
 dye 
 
 odd 
 
 3 
 
 
 happy 
 
 east 
 
 ode 
 
 
 heap 
 
 eat 
 
 ought 
 
 avow 
 
 4 
 
 hip 
 
 eddy 
 
 out 
 
 away 
 
 
 hobby 
 
 eight 
 
 stay 
 
 eve 
 
 aim 
 
 hoop 
 
 had 
 
 stew 
 
 fee 
 
 halm 
 
 hop 
 
 haste 
 
 stow 
 
 few 
 
 ham 
 
 hope 
 
 hasty 
 
 sty 
 
 foe 
 
 hem 
 
 obey 
 
 hat 
 
 taw 
 
 half 
 
 him 
 
 paw 
 
 hate 
 
 tea 
 
 halve 
 
 home 
 
 pay 
 
 haughty 
 
 thaw 
 
 have • 
 
 hum 
 
 pea 
 
 head 
 
 the 
 
 heave 
 
 hymn 
 
 pie 
 
 heady 
 
 thee 
 
 heavy 
 
 may 
 
 pu 
 
 heat 
 
 they 
 
 hive 
 
 me 
 
 whoop 
 
 heath 
 
 thigh 
 
 hoof 
 
 mew 
 
184 
 
 THE SCIENCE OE MEMORY. 
 
 mow 
 
 yellow 
 
 hoary 
 
 ague 
 
 pace 
 
 my 
 
 yule 
 
 hour 
 
 aqua 
 
 pass 
 
 yarn 
 
 
 hurrah 
 
 coo 
 
 pause 
 
 
 
 hurry 
 
 cow 
 
 paws 
 
 
 6 
 
 ire 
 
 coy 
 
 peace 
 
 5 
 
 
 oar 
 
 cue 
 
 pease 
 
 
 an 
 
 our 
 
 echo 
 
 piazza 
 
 ail 
 
 annoy 
 
 raw 
 
 egg 
 
 piece 
 
 aisle 
 
 any 
 
 ray 
 
 eke 
 
 pious 
 
 ale 
 
 gnaw 
 
 roe 
 
 gay 
 
 poesy 
 
 all 
 
 hen 
 
 row 
 
 go 
 
 poise 
 
 allay 
 
 hone 
 
 rue 
 
 guy 
 
 pose 
 
 allow 
 
 honey 
 
 rye 
 
 hack 
 
 posse 
 
 alloy 
 
 in 
 
 wry 
 
 hag 
 
 puss 
 
 ally 
 
 Inn 
 
 year 
 
 hang 
 
 
 awl 
 
 knee 
 
 your 
 
 hawk 
 
 
 eel 
 
 know 
 
 
 hock 
 
 11 
 
 hail 
 
 neigh 
 
 
 hog 
 
 
 hale 
 
 new 
 
 8 
 
 hook 
 
 baby 
 
 hall 
 
 nigh 
 
 
 hug 
 
 bib 
 
 halloo 
 
 no 
 
 age 
 
 Asia 
 
 ash 
 
 chew 
 
 each 
 
 kaw 
 
 bob 
 
 hallow 
 
 noyeau 
 
 key 
 
 bobby 
 
 halo 
 
 now 
 
 oak 
 
 booby 
 
 haul 
 
 on 
 
 quay 
 
 hubbub 
 
 heal 
 
 own 
 
 edge 
 etch 
 
 yoke 
 
 pap 
 
 heel 
 
 yawn 
 
 yolk 
 
 papa 
 
 hell 
 
 
 hash 
 
 young 
 
 peep 
 
 hill 
 
 
 hatch 
 
 
 pip 
 
 hilly 
 hole 
 
 7 
 
 hedge 
 hitch 
 
 10 
 
 pipe 
 poop 
 
 hollow 
 
 air 
 
 huge 
 hatch 
 
 
 pop 
 
 holly 
 
 airy 
 
 abase 
 
 pope 
 
 holy 
 
 are 
 
 hush 
 
 abbess 
 
 poppy 
 
 howl 
 
 area 
 
 issue 
 itch 
 
 abuse 
 
 puppy 
 
 hull 
 
 array 
 
 abyss 
 
 
 ill 
 
 arrow 
 
 
 apace 
 
 
 isle 
 
 ear 
 
 jaw 
 
 j>y 
 
 apiece 
 
 12 
 
 law 
 
 era 
 
 appease 
 
 
 lay 
 
 err 
 
 jew 
 
 baize 
 
 abate 
 
 lee 
 
 hair 
 
 j°y 
 
 she 
 shoe 
 
 base 
 
 abbott 
 
 lie 
 
 hairy 
 
 bass 
 
 abet 
 
 lieu 
 
 hare 
 
 shy 
 show 
 
 bees 
 
 abide 
 
 low 
 
 harrow 
 
 bias 
 
 abode 
 
 lu 
 
 hear 
 
 boss 
 
 about 
 
 oil 
 
 heir 
 
 
 
 bus 
 
 abut 
 
 oily 
 
 her 
 
 9 
 
 busy 
 
 apathy 
 
 owl 
 
 here 
 
 buzz 
 
 apt 
 
 whole 
 
 hero 
 
 ache 
 
 hops 
 
 bad 
 
 yell 
 
 hire 
 
 ago 
 
 oppose 
 
 bait 
 

 
 APPENDIX. 
 
 
 baste 
 
 poet 
 
 bellow 
 
 pain 
 
 poor 
 
 bat 
 
 post 
 
 below 
 
 pan 
 
 pore 
 
 bath 
 
 pot 
 
 bile 
 
 paue 
 
 pour 
 
 bathe 
 
 put 
 
 bill 
 
 pawn 
 
 power 
 
 bead 
 
 putty 
 
 billow 
 
 pen 
 
 pray 
 
 beast 
 
 
 blow 
 
 penny 
 
 prey 
 
 beat 
 
 
 blue 
 
 peony 
 
 prow 
 
 beautv 
 
 13 
 
 boil 
 
 piano 
 
 pry 
 
 bed 
 
 
 bole 
 
 pin 
 
 pure 
 
 behead 
 
 above 
 
 bowl 
 
 pine 
 
 purr 
 
 behest 
 
 beef 
 
 bull 
 
 pony 
 
 upper 
 
 best 
 
 behalf 
 
 bully 
 
 pun 
 
 
 bestow 
 
 behave 
 
 happily 
 
 puny 
 
 
 bet 
 
 behoof 
 
 hobble 
 
 upon 
 
 18 
 
 bid 
 
 behove 
 
 opal 
 
 
 
 bide 
 
 bevy 
 
 pail 
 
 
 abash 
 
 bit 
 
 buff 
 
 pale 
 
 17 
 
 apish 
 
 bite 
 
 pave 
 
 pall 
 
 
 apogue 
 
 boast 
 
 puff 
 
 peal 
 
 abhor 
 
 badge 
 
 boat 
 
 puffy 
 
 peel 
 
 appear 
 
 batch 
 
 body 
 
 
 pile 
 
 bar 
 
 beach 
 
 boot 
 
 
 pill 
 
 bare 
 
 beech 
 
 booth 
 
 14 
 
 pillow 
 
 barrow 
 
 botch 
 
 booty 
 
 
 play 
 
 bear 
 
 budge 
 
 both 
 
 beam 
 
 plea 
 
 beer 
 
 bush 
 
 bought 
 
 bomb 
 
 plough 
 
 berry 
 
 bushy 
 
 bout 
 
 boom 
 
 ply 
 
 bier 
 
 page 
 
 bud 
 
 opium 
 
 pole 
 
 boar 
 
 peach 
 
 bust 
 
 palm 
 
 poll 
 
 boor 
 
 pitch 
 
 but 
 
 poem 
 
 pool 
 
 bore 
 
 poach 
 
 butt 
 
 
 pull 
 
 borrow 
 
 pouch 
 
 habit 
 
 
 pulley 
 
 bower 
 
 push 
 
 opiate 
 
 15 
 
 uphill 
 
 bray 
 
 
 pad 
 
 
 
 brew 
 
 
 Paddy 
 
 able 
 
 
 brow 
 
 19 
 
 past 
 
 ably 
 
 16 
 
 bureau 
 
 
 paste 
 
 appal 
 
 
 burrow 
 
 back 
 
 pat 
 
 appeal 
 
 bane 
 
 bury 
 
 bag 
 
 pate 
 
 apple 
 
 bean 
 
 eyebrow 
 
 bake 
 
 path 
 
 apply 
 
 bin 
 
 Hebrew 
 
 bang 
 
 payday 
 
 Apollo 
 
 bone 
 
 hopper 
 
 baulk 
 
 pest 
 
 bail 
 
 bony 
 
 opera 
 
 beak 
 
 pet 
 
 bale 
 
 bonny 
 
 pair 
 
 beck 
 
 petty 
 
 ball 
 
 boon 
 
 pare 
 
 beg 
 
 piety 
 
 bawl 
 
 bun 
 
 parry 
 
 being 
 
 pit 
 
 belie 
 
 ebony 
 
 pear 
 
 big 
 
 pith 
 
 bell 
 
 open 
 
 peer 
 
 bog 
 
 P^y 
 
 belle 
 
 opine 
 
 perry 
 
 boggy 
 
 pod 
 
 belly 
 
 psean 
 
 pier 
 
 book 
 
 135 
 
136 
 
 THE SCIENCE OF MEMORY. 
 
 buck 
 
 dab 
 
 edit 
 
 24 
 
 hastily 
 
 bug 
 
 daub 
 
 estate 
 
 
 haughtily 
 
 bung 
 
 deep 
 
 idiot 
 
 Adam 
 
 hostile 
 
 epic 
 
 depot 
 
 Otaheite 
 
 asthma 
 
 hotel 
 
 epoch 
 
 dip 
 
 outdo 
 
 atom 
 
 hotly 
 
 hopping 
 
 dub 
 
 state 
 
 autumn 
 
 huddle 
 
 opaque 
 
 dupe 
 
 statue 
 
 dam 
 
 ideal 
 
 pack 
 
 stab 
 
 steady 
 
 dame 
 
 idle 
 
 pang 
 
 steep 
 
 steed 
 
 damn 
 
 idol 
 
 peak 
 
 step 
 
 stout 
 
 deem 
 
 idler 
 
 peck 
 
 stoop 
 
 stud 
 
 demi 
 
 Idyl 
 
 peg 
 
 stop 
 
 studio 
 
 dim 
 
 Italy 
 
 pick 
 
 stub 
 
 study 
 
 dome 
 
 outlaw 
 
 Pig 
 
 stubby 
 
 taste 
 
 doom 
 
 outlay 
 
 pike 
 
 tabby 
 
 tattoo 
 
 dumb 
 
 stale 
 
 pique 
 
 tap 
 
 teeth 
 
 esteem 
 
 stall 
 
 poke 
 
 tape 
 
 test 
 
 idiom 
 
 steal 
 
 pug 
 
 tip 
 
 testy 
 
 item 
 
 steel 
 
 
 top 
 
 that 
 
 odium 
 
 stile 
 
 20 
 
 tope 
 
 thought 
 
 steam 
 
 still 
 
 tub 
 
 tide 
 
 stem 
 
 stole 
 
 adduce 
 
 tube 
 
 tidy 
 
 tame 
 
 stool 
 
 adze 
 
 type 
 
 tight 
 
 team 
 
 style 
 
 dace 
 
 
 tithe 
 
 teem 
 
 tail 
 
 dais 
 
 
 toad 
 
 them 
 
 tale 
 
 daisy 
 
 22 
 
 toast 
 
 theme 
 
 tall 
 
 deuce 
 
 
 toddy 
 
 thumb 
 
 tallow 
 
 dice 
 
 ' added 
 
 tooth 
 
 thyme 
 
 tally 
 
 dizzy 
 
 astute 
 
 
 time 
 
 teal 
 
 dose 
 
 attest 
 
 
 
 tomb 
 
 tell 
 
 douse 
 
 audit 
 
 
 tome 
 
 thill 
 
 doze 
 
 daddy 
 
 23 
 
 
 thowl 
 
 dozy 
 
 data 
 
 
 
 tile 
 
 hiatus 
 
 date 
 
 defy 
 
 25 
 
 till 
 
 hideous 
 
 dead 
 
 deify 
 
 
 toil 
 
 idiocy 
 
 death 
 
 deaf 
 
 addle 
 
 toll 
 
 oats 
 
 debt 
 
 dive 
 
 daily 
 
 tool 
 
 odds 
 
 deed 
 
 dove 
 
 dale 
 
 towel 
 
 stays 
 
 deity 
 
 edify 
 
 dally 
 
 
 tease 
 
 did 
 
 staff 
 
 deal 
 
 
 this 
 
 diet 
 
 stave 
 
 delay 
 
 26 
 
 thus 
 
 ditto 
 
 stiff 
 
 dell 
 
 
 toes 
 
 ditty 
 
 stove 
 
 dial 
 
 atone 
 
 
 dot 
 
 stuff 
 
 dole 
 
 atony 
 
 toys 
 
 dote 
 
 thief 
 
 doll 
 
 attain 
 
 
 
 doubt 
 
 thieve 
 
 duel 
 
 attune 
 
 
 dust 
 
 tiff 
 
 dull 
 
 Dane 
 
 21 
 
 dusty 
 
 toffy 
 
 duly 
 
 dawn 
 
 atop 
 
 duty 
 
 tough 
 
 dwell 
 
 dean 
 

 
 APPENDIX 
 
 
 
 deign 
 
 door 
 
 true 
 
 hiding 
 
 web 
 
 den 
 
 dowry 
 
 try 
 
 hitting 
 
 weep 
 
 din 
 
 draw 
 
 trough 
 
 stack 
 
 whip 
 
 dine 
 
 dray 
 
 tyro 
 
 stag 
 
 wipe 
 
 don 
 
 dry 
 
 udder 
 
 stake 
 
 
 done 
 
 Easter 
 
 utter 
 
 stalk 
 
 
 down 
 
 eater 
 
 
 steak 
 
 32 
 
 downy- 
 
 eider 
 
 
 stick 
 
 
 dun 
 
 either 
 
 28 
 
 sticky 
 
 afoot 
 
 hasten 
 
 ether 
 
 
 sting 
 
 aft 
 
 heathen 
 
 heater 
 
 adage 
 
 stock 
 
 avoid 
 
 heighten 
 
 history 
 
 attach 
 
 stoic 
 
 await 
 
 hidden 
 
 hither 
 
 dash 
 
 stoke 
 
 effete 
 
 stain 
 
 hydra 
 
 dish 
 
 stucco 
 
 evade 
 
 stone 
 
 odour 
 
 ditch 
 
 tack 
 
 fade 
 
 stony 
 
 other 
 
 dodge 
 
 tag 
 
 faith 
 
 stun 
 
 ottar 
 
 Doge 
 
 take 
 
 fast 
 
 tan 
 
 otter 
 
 duchy 
 
 talk 
 
 fat 
 
 ten 
 
 outer 
 
 Dutch 
 
 teak 
 
 fate 
 
 thin 
 
 oyster 
 
 hostage 
 
 thick 
 
 fatty 
 
 thine 
 
 stair 
 
 stage 
 
 thing 
 
 feast 
 
 tin 
 
 star 
 
 teach 
 
 thong 
 
 feat 
 
 tiny 
 
 stare 
 
 thatch 
 
 tick 
 
 feed 
 
 ton 
 
 starry 
 
 tissue 
 
 tokay 
 
 feet 
 
 tone 
 
 steer 
 
 touch 
 
 tongue 
 
 fete 
 
 town 
 
 stir 
 
 touchy 
 
 tuck 
 
 feud 
 
 tun 
 
 store 
 
 
 tug 
 
 fiat 
 
 tune 
 
 storey 
 
 
 
 fight 
 
 twin 
 
 story 
 
 29 
 
 30 
 
 fist 
 
 twine 
 
 straw 
 
 
 fit 
 
 
 stray 
 
 attack 
 
 face 
 
 food 
 
 
 strew 
 
 attic 
 
 fizzy 
 
 foot 
 
 27 
 
 tar 
 
 decay 
 
 fosse 
 
 haft 
 
 
 tare 
 
 deck 
 
 fuse 
 
 vast 
 
 adder 
 
 tarry 
 
 decoy 
 
 fusee 
 
 vat 
 
 adhere 
 
 tear 
 
 dicky 
 
 fuss 
 
 vest 
 
 adore 
 
 there 
 
 dig 
 
 office 
 
 vito 
 
 aider 
 
 theory 
 
 dike 
 
 phase 
 
 void 
 
 attire 
 
 three 
 
 ding 
 
 vase 
 
 vote 
 
 austere 
 
 thorough 
 
 dock 
 
 vice 
 
 wad 
 
 author 
 
 throe 
 
 dog 
 
 voice 
 
 wade 
 
 dairy 
 
 throw 
 
 duck 
 
 was 
 
 wait 
 
 dare 
 
 tier 
 
 dug 
 
 wise 
 
 waist 
 
 dear 
 
 tire 
 
 duke 
 
 
 waste 
 
 deer 
 
 tory 
 
 dying 
 
 31 
 
 wed 
 
 diary 
 
 tour 
 
 eating 
 
 weed 
 
 dire 
 
 tower 
 
 ethic 
 
 fib 
 
 weight 
 
 dyer 
 
 tray 
 
 haystack 
 
 fob 
 
 west 
 
 doer 
 
 tree 
 
 headache 
 
 fop 
 
 wet 
 
 137 
 
138 
 
 THE SCIENCE OF MEMORY. 
 
 what 
 
 fill 
 
 36 
 
 fir 
 
 fang 
 
 wheat 
 
 filly 
 
 avenue 
 
 fire 
 
 fig 
 
 whet 
 
 flea 
 
 even 
 fain 
 
 for 
 
 fog 
 
 whist 
 
 flee 
 
 four 
 
 foggy 
 
 whit 
 
 flew 
 
 fan 
 
 fane 
 
 fawn 
 
 fray 
 
 havoc 
 
 white 
 
 flow 
 
 free 
 
 heaving 
 
 wide 
 
 flue 
 
 fry 
 
 offing 
 
 widow 
 
 fly 
 
 fen 
 
 fur 
 
 vague 
 
 wet 
 
 foal 
 
 feign 
 fin 
 
 furrow 
 
 vogue 
 
 with 
 
 foil 
 
 fury 
 
 wag 
 
 witty 
 
 folio 
 
 fine 
 fun 
 
 heifer 
 
 wake 
 
 wood 
 
 folly 
 
 hover 
 
 walk 
 
 woody 
 
 fool 
 
 funny 
 haven 
 
 ivory 
 
 weak 
 
 would 
 
 foul 
 
 offer 
 
 week 
 
 
 fowl 
 
 heaven 
 
 over 
 
 weighing 
 
 
 fuel 
 
 hyphen 
 oven 
 
 wary 
 
 whig 
 
 33 
 
 full 
 
 veer 
 
 wig 
 
 fife 
 
 fully 
 
 one 
 
 very 
 
 wick 
 
 five 
 
 heavily 
 
 vain 
 
 war 
 
 wing 
 
 half-way 
 vive 
 
 hovel 
 oval 
 
 van 
 vane 
 
 ware 
 wary 
 
 wooing 
 
 waive 
 
 phial 
 
 vein 
 
 wear 
 
 
 wave 
 
 vail 
 
 vine 
 
 weary 
 
 40 
 
 wavy 
 weave 
 
 vale 
 valley 
 
 wan 
 wane 
 
 where 
 wherry 
 
 alms 
 
 whiff 
 
 value 
 
 ween 
 
 wire 
 
 amass 
 
 wife 
 
 veal 
 
 whine 
 
 worry 
 
 amaze 
 
 
 veil 
 
 wine 
 
 
 
 amiss 
 
 
 vial 
 
 winnow 
 
 38 
 
 amuse 
 
 34 
 
 vile 
 villa 
 
 won 
 
 effigy 
 
 mace 
 maize 
 
 fame 
 
 viol 
 
 
 
 fetch 
 
 mass 
 
 femme 
 
 volley 
 
 
 fish 
 
 maze 
 
 foam 
 
 vowel 
 
 37 
 
 vetch 
 
 mazy 
 
 foamy 
 
 wail 
 
 affair 
 
 vouch 
 
 mess 
 
 fume 
 
 wale 
 
 affray 
 
 voyage 
 
 mice 
 
 whim 
 
 waylay 
 
 afore 
 
 wage 
 
 miss 
 
 
 
 whale 
 
 aver 
 
 wash 
 
 moss 
 
 
 wall 
 
 aviary 
 
 watch 
 
 mossy 
 
 35 
 
 wallow 
 
 aware 
 
 wedge 
 
 mouse 
 
 avail 
 
 weal 
 
 ever 
 
 which 
 
 muse 
 
 evil 
 
 well 
 
 fair 
 
 witch 
 
 mews 
 
 fail 
 
 wheel 
 
 fairy 
 
 wish 
 
 
 fall 
 
 while 
 
 far 
 
 
 
 
 fallow 
 
 will 
 
 fare 
 
 39 
 
 41 
 
 feel 
 
 willow 
 
 farrow 
 
 
 fell 
 
 wily 
 
 fear 
 
 awake 
 
 hemp 
 
 fellow 
 
 wool 
 
 ferry 
 
 evoke 
 
 hump 
 
 file 
 
 woolly 
 
 fiery 
 
 fag 
 
 imbue 
 
imp 
 
 myth 
 
 many 
 
 mica 
 
 elide 
 
 map 
 
 omit 
 
 mean 
 
 mock 
 
 elude 
 
 mob 
 
 
 mien 
 
 mowing 
 
 halt 
 
 mop 
 
 
 mine 
 
 mug 
 
 health 
 
 mope 
 
 43 
 
 minnow 
 
 muggy 
 
 held 
 
 
 
 money 
 
 omega 
 
 hilt 
 
 
 move 
 
 moon 
 
 
 hold 
 
 42 
 
 muff 
 
 omen 
 
 
 Iliad 
 
 
 
 yeoman 
 
 50 
 
 lad 
 
 amid 
 
 
 
 
 lady 
 
 amity 
 
 44 
 
 
 alias 
 
 laity 
 
 emit 
 
 
 47 
 
 aloes 
 
 last 
 
 emmet 
 
 maim 
 
 
 also 
 
 late 
 
 empty 
 
 mamma 
 
 hammer 
 
 lace 
 
 lathe 
 
 humid 
 
 mum 
 
 Homer 
 
 lass 
 
 laud 
 
 mad 
 
 mummy 
 
 hummer 
 
 lazy 
 
 lead 
 
 made 
 
 
 humour 
 
 lease 
 
 least 
 
 maid 
 
 
 mar 
 
 lees 
 
 led 
 
 mast 
 
 45 
 
 mare 
 
 less 
 
 let 
 
 mat 
 
 
 marry 
 
 loose 
 
 lewd 
 
 mate 
 
 homely 
 
 marrow 
 
 lose 
 
 lid 
 
 mead 
 
 homily 
 
 mere 
 
 loss 
 
 light 
 
 meadow 
 
 mail 
 
 merry 
 
 
 list 
 
 meat 
 
 male 
 
 mire 
 
 
 lit 
 
 meed 
 
 mall 
 
 moor 
 
 51 
 
 load 
 
 meet 
 
 mallow 
 
 moory 
 
 
 loath 
 
 met 
 
 maul 
 
 more 
 
 alibi 
 
 loathe 
 
 mate 
 
 meal 
 
 Morea 
 
 elope 
 
 lost 
 
 mid 
 
 mellow 
 
 morrow 
 
 help 
 
 lot 
 
 might 
 
 mile 
 
 myrrh 
 
 lap 
 
 loud 
 
 mighty 
 
 mill 
 
 
 leap 
 
 lout 
 
 mite 
 
 moil 
 
 
 lip 
 
 lust 
 
 mode 
 
 mole 
 
 48 
 
 lob 
 
 lusty 
 
 moiety 
 
 mule 
 
 
 lobe 
 
 lute 
 
 moist 
 
 mull 
 
 homage 
 
 lobby 
 
 old 
 
 mood 
 
 
 image 
 
 loop 
 
 yield 
 
 moody 
 
 
 mash 
 
 lop 
 
 
 moot 
 
 46 
 
 match 
 
 yelp 
 
 
 
 most 
 
 
 mesh 
 
 
 
 moat 
 
 amen 
 
 much 
 
 
 53 
 
 mote 
 
 human 
 
 
 52 
 
 
 moth 
 
 humane 
 
 
 
 alive 
 
 motto 
 
 hymen 
 
 49 
 
 alight 
 
 aloof 
 
 mouth 
 
 immane 
 
 
 allot 
 
 alpha 
 
 mud 
 
 main 
 
 hammock 
 
 allude 
 
 helve 
 
 muddy 
 
 man 
 
 humming 
 
 aloud 
 
 lava 
 
 must 
 
 mane 
 
 make 
 
 although 
 
 lave 
 
 musty 
 
 mania 
 
 mango 
 
 alto 
 
 laugh 
 
 mute 
 
 manna 
 
 meek 
 
 elate 
 
 leaf 
 
 139 
 
140 
 
 THE SCIENCE OF MEMORY. 
 
 Leave 
 
 57 
 
 ling 
 
 aunt 
 
 envy 
 
 levee 
 
 
 lingo 
 
 end 
 
 inveigh 
 
 levy 
 
 allure 
 
 loch 
 
 endow 
 
 knave 
 
 life 
 
 lair 
 
 lock 
 
 endue 
 
 knife 
 
 live 
 
 layer 
 
 log 
 
 gnat 
 
 nave 
 
 loaf 
 
 lawyer 
 
 long 
 
 hand 
 
 navy 
 
 loof 
 
 leer 
 
 look 
 
 and 
 
 nephew 
 
 love 
 
 liar 
 
 luck 
 
 handy 
 
 
 luff 
 
 lore 
 
 lucky 
 
 haunt 
 
 
 olive 
 
 lower 
 
 lug 
 
 hind 
 
 64 
 
 
 
 lure 
 
 lung 
 
 honest 
 
 
 54 
 
 lyre 
 
 lying 
 
 hone} r dew 
 
 enema 
 
 
 yelling 
 
 hound 
 
 enemy 
 
 Alrna 
 
 
 
 hunt 
 
 gnome 
 
 alum 
 
 58 
 
 m ~~~~~~ 
 
 India 
 
 name 
 
 elm 
 
 
 60 
 
 innate 
 
 numb 
 
 halm 
 
 allege 
 
 
 into 
 
 
 helm 
 
 elegy 
 
 ens 
 
 knead 
 
 
 illume 
 
 eulogy 
 
 heinous 
 hence 
 
 knight 
 
 65 
 
 lama 
 
 eyelash 
 
 knit 
 
 
 lamb 
 
 lash 
 
 highness 
 
 knot 
 
 annual 
 
 lame 
 
 latch 
 
 news 
 
 knotty 
 
 annul 
 
 limb 
 
 leach 
 
 nice 
 
 knout 
 
 inlay 
 
 lime 
 
 ledge 
 
 niece 
 
 nasty 
 
 kneel 
 
 limn 
 
 leech 
 
 noise 
 
 neat 
 
 knell 
 
 limy 
 
 liege 
 
 noisy 
 
 need 
 
 nail 
 
 loam 
 
 lodge 
 
 noose 
 
 needy 
 
 newly 
 
 loom 
 
 lush 
 
 nose 
 
 nest 
 
 Nile 
 
 
 
 onus 
 
 net 
 
 nill 
 
 
 
 ounce 
 
 night 
 
 null 
 
 55 
 
 59 
 
 uneasy 
 
 nod 
 
 only 
 
 lily 
 
 
 
 
 node 
 
 unholy 
 
 loll 
 
 alike 
 
 
 not 
 
 
 lowly 
 
 hillock 
 
 61 
 
 note 
 
 
 loyal 
 
 howling 
 
 knab 
 
 nought 
 
 66 
 
 lull 
 
 hulk 
 
 knap 
 
 nude 
 
 
 
 iliac 
 
 knob 
 
 nut 
 
 anon 
 
 
 lack 
 
 nab 
 
 undo 
 
 nine 
 
 56 
 
 lackey 
 
 nap 
 
 undue 
 
 none 
 
 alien 
 
 lag 
 
 nape 
 
 unit 
 
 noon 
 
 alone 
 
 lake 
 
 neap 
 
 unite 
 
 noun 
 
 eolian 
 
 laying 
 
 nib 
 
 unity 
 
 nun 
 
 lane 
 
 leak 
 
 nip 
 
 untie 
 
 onion 
 
 lawn 
 
 leaky 
 
 unhappy 
 
 unto 
 
 union 
 
 lean 
 
 league 
 
 
 
 
 
 
 
 line 
 
 leek 
 
 
 
 
 lion 
 
 leg 
 
 62 
 
 63 
 
 67 
 
 lone 
 
 lick 
 
 annuity 
 
 enough 
 
 honour 
 
 loon 
 
 like 
 
 ant 
 
 envoy 
 
 inner 
 

 
 APPENDIX. 
 
 
 
 innure 
 
 harass 
 
 art 
 
 writhe 
 
 really 
 
 narrow 
 
 hearse 
 
 earth 
 
 wrought 
 
 reel 
 
 near 
 
 heresy 
 
 hard 
 
 yard 
 
 relay 
 
 nor 
 
 hoarse 
 
 hardy 
 
 
 rely 
 
 owner 
 
 horse 
 
 hart 
 
 
 rill 
 
 
 iris 
 
 heart 
 
 73 
 
 role 
 
 
 oars 
 
 herd 
 
 
 roll 
 
 68 
 
 race 
 
 hoard 
 
 arrive 
 
 royal 
 
 
 racy 
 
 horde 
 
 rave 
 
 rowel 
 
 enjoy 
 
 rays 
 
 horrid 
 
 reave 
 
 rule 
 
 gnash 
 
 raise 
 
 hurt 
 
 reef 
 
 yearly 
 
 haunch 
 
 raze 
 
 rat 
 
 review 
 
 
 hinge 
 
 rice 
 
 rate 
 
 rife 
 
 
 hunch 
 
 rise 
 
 read 
 
 roof 
 
 76 
 
 inch 
 
 rose 
 
 ready 
 
 rough 
 
 Aaron 
 
 nausea 
 
 rosy 
 
 red 
 
 rove 
 
 arena 
 
 niche 
 
 rouse 
 
 reed 
 
 ruff 
 
 earn 
 
 notch 
 
 ruse 
 
 rest 
 
 
 hernia 
 
 nudge 
 
 
 
 rid 
 ride 
 
 74 
 
 horn 
 iron 
 
 69 
 
 71 
 
 right 
 riot 
 
 arm 
 
 irony 
 rain 
 
 
 Arabia 
 
 rite 
 
 army 
 
 rainy 
 reign 
 rein 
 
 awning 
 
 Europe 
 
 road 
 
 aroma 
 
 eunuch 
 
 harp 
 
 roast 
 
 halm 
 
 hank 
 
 harpy 
 
 rod 
 
 harem 
 
 renew 
 
 ink 
 
 herb 
 
 rode 
 
 harm 
 
 ruin 
 
 ionic 
 
 orb 
 
 rood 
 
 ram 
 
 run 
 
 gnawing 
 
 rap 
 
 roost 
 
 ream 
 
 urn 
 
 knack 
 
 reap 
 
 root 
 
 rhyme 
 
 yarn 
 yearn 
 
 knock 
 
 repay 
 
 rooty 
 
 rim 
 
 knowing 
 
 rib 
 
 rot 
 
 roam 
 
 nag 
 
 rip 
 
 rote 
 
 Rome 
 
 _ 
 
 neck 
 
 ripe 
 
 rout 
 
 room 
 
 77 
 
 neighing 
 
 rob 
 
 route 
 
 roomy 
 
 nick 
 
 robe 
 
 ruddy 
 
 rum 
 
 arrear 
 
 nook 
 
 rope 
 
 rude 
 
 
 Aurora 
 
 unhook 
 
 ropy 
 
 rust 
 
 
 error 
 
 unique 
 
 rub 
 
 rusty 
 
 75 
 
 harrier 
 hearer 
 
 Yankee 
 
 ruby 
 
 rut 
 
 
 yawning 
 
 rupee 
 
 ruth 
 
 aerial 
 
 horror 
 
 
 wrap 
 
 wrath 
 
 earl 
 
 rare 
 
 
 
 wreath 
 
 early 
 
 rear 
 
 70 
 
 
 wreathe 
 
 hourly 
 
 roar 
 
 
 72 
 
 wrest 
 
 hurl 
 
 rower 
 
 arise 
 
 
 wright 
 
 oral 
 
 
 
 arose 
 
 aorta 
 
 wrist 
 
 rail 
 
 78 
 
 arouse 
 
 arid 
 
 writ 
 
 rally 
 
 erase 
 
 arrest 
 
 write 
 
 real 
 
 arch 
 
 141 
 
1 12 
 
 THE SCIENCE OF MEMORY. 
 
 harsh 
 
 Irish 
 
 rage 
 
 rash 
 
 reach 
 
 rich 
 
 ridge 
 
 roach 
 
 rouge 
 
 rush 
 
 rushy 
 
 Eussia 
 
 urge 
 
 79 
 
 airing 
 
 arc 
 
 argue 
 
 ark 
 
 arrack 
 
 earring 
 
 harangue 
 
 hark 
 
 hayrick 
 
 heroic 
 
 herring 
 
 rack 
 
 rag 
 
 rake 
 
 reek 
 
 rig 
 
 ring 
 
 rock 
 
 rocky 
 
 rogue 
 
 rook 
 
 rug 
 
 wreak 
 
 wreck 
 
 wring 
 
 wrong 
 
 80 
 
 ashes 
 
 chaise 
 chase 
 
 chess 
 
 cheese 
 
 chose 
 
 Jews 
 
 joyous 
 
 juice 
 
 juicy 
 
 81 
 
 chap 
 
 cheap 
 
 chip 
 
 chop 
 
 chubby 
 
 gibe 
 
 jib 
 
 job 
 
 shabby 
 
 shape 
 
 sheep 
 
 ship 
 
 shop 
 
 82 
 
 aged 
 
 chaste 
 
 chat 
 
 chatty 
 
 cheat 
 
 chest 
 
 chide 
 
 jade 
 
 jest 
 
 jet 
 
 jetty 
 
 jot 
 
 joust 
 
 just 
 
 jut 
 
 jute 
 
 shade 
 
 shadow 
 
 shady 
 
 sheath 
 
 sheathe 
 
 shed 
 
 sheet 
 
 shoot 
 
 86 
 
 cheque 
 
 shot 
 
 
 cheek 
 
 shout 
 
 chain 
 
 chick 
 
 shut 
 
 chin 
 
 chock 
 
 
 
 china 
 
 chuck 
 
 83 
 
 chine 
 
 etching 
 
 genii 
 
 hedgehog 
 
 achieve 
 
 gin 
 
 jack 
 
 chafe 
 
 jenny 
 
 jag 
 
 chaff 
 
 join 
 
 jaggy 
 
 chief 
 
 June 
 
 jig 
 
 gyve 
 
 ocean 
 
 jockey 
 
 shave 
 
 shin 
 
 j°g 
 
 sheaf 
 
 shine 
 
 joke 
 
 shive 
 
 shiny 
 
 jug 
 
 shove 
 
 shone 
 
 shaggy 
 
 
 
 shun 
 
 shake 
 shock 
 
 84 
 
 
 shoeing 
 
 
 87 
 
 shook 
 
 chamois 
 
 
 showing 
 
 chime 
 
 ajar 
 
 sheik 
 
 chum 
 
 ashore 
 
 
 chyme 
 
 chair 
 
 
 gem 
 
 cheer 
 
 90 
 
 jam 
 
 cherry 
 
 accuse 
 
 jamb 
 
 hedger 
 
 axe 
 
 sham 
 
 hedgerow 
 
 case 
 
 shame 
 
 jar 
 
 cause 
 
 
 
 jeer 
 
 chaos 
 
 
 jury 
 
 coz 
 
 85 . 
 
 share 
 
 ex 
 
 
 shear 
 
 gas 
 
 agile 
 
 sheer 
 
 gauze 
 
 chill 
 
 sherry 
 
 gaze 
 
 chyle 
 
 shore 
 
 geese 
 
 gaol 
 
 shower 
 
 goose 
 
 gill 
 
 shrew 
 
 guess 
 
 jelly 
 
 usher 
 
 guise 
 
 jewel 
 
 
 hoax 
 
 jo^iy 
 
 
 kiss 
 
 shale 
 
 88 
 
 ox 
 
 shall 
 
 
 queasy 
 
 shallow 
 
 judge 
 
 quiz 
 
 shawl 
 
 
 
 
 shell 
 
 
 
 shelly 
 
 89 
 
 91 
 
 shoal 
 
 chalk 
 
 cab 
 
 shyly 
 
 check 
 
 cap 
 

 
 APPENDIX 
 
 
 
 cape 
 
 goat 
 
 coom 
 
 again 
 
 hunger 
 
 cob 
 
 God 
 
 coomb 
 
 can 
 
 hungry 
 
 coop 
 
 good 
 
 game 
 
 cane 
 
 occur 
 
 cope 
 
 got 
 
 gum 
 
 canoe 
 
 ochre 
 
 copy 
 
 gout 
 
 gummy 
 
 cayenne 
 
 ogre 
 
 cub 
 
 gouty 
 
 oakum 
 
 coin 
 
 quarry 
 
 cube 
 
 guide 
 
 qualm 
 
 con 
 
 queer 
 
 cup 
 
 gust 
 
 _____ 
 
 cone 
 
 query 
 
 equip 
 
 gusto 
 
 
 cony 
 
 quire 
 
 gap 
 
 gut 
 
 95 
 
 gain 
 
 
 
 gape 
 
 hogsty 
 
 
 gone 
 
 98 
 
 keep 
 
 hooked 
 
 call 
 
 gown 
 
 occupy 
 
 kid 
 
 claw 
 
 guinea 
 
 acacia 
 
 
 kit 
 
 clay 
 
 gun 
 
 cadge 
 
 
 kite 
 
 clew 
 
 hackney 
 
 cage 
 
 92 
 
 quest 
 
 cloy 
 
 keen 
 
 cash 
 
 
 quiet 
 
 coal 
 
 ken 
 
 cassia 
 
 accost 
 
 quit 
 
 coil 
 
 khan 
 
 coach 
 
 act 
 
 quite 
 
 cull 
 
 kin 
 
 couch 
 
 acute 
 
 quoit 
 
 eagle 
 
 queen 
 
 gage 
 
 aghast 
 
 quota 
 
 eclat 
 
 
 gash 
 
 agate 
 
 quote 
 
 equal 
 
 
 gauge 
 
 august 
 
 
 gaily 
 
 97 
 
 gush 
 
 caddy 
 
 
 gala 
 
 
 hoggish 
 
 cast 
 
 93 
 
 gale 
 
 accrue 
 
 kedge 
 
 caste 
 
 
 gall 
 
 acre 
 
 ketch 
 
 cat 
 
 calf 
 
 galley 
 
 agree 
 
 quash 
 
 coast 
 
 cave 
 
 glee 
 
 anger 
 
 
 coat 
 
 coffee 
 
 glow 
 
 augur 
 
 
 cod 
 
 cough 
 
 glue 
 
 car 
 
 99 
 
 code 
 
 cove 
 
 goal 
 
 care 
 
 aching 
 
 cost 
 
 covv 
 
 guile 
 
 carry 
 
 cake 
 
 cot 
 
 cuff 
 
 gull 
 
 choir 
 
 calk 
 
 cowhide 
 
 gaff 
 
 haggle 
 
 coir 
 
 cocoa 
 
 cud 
 
 give 
 
 higgle 
 
 cohere 
 
 cock 
 
 cuddy 
 
 hiccough 
 
 kale 
 
 core 
 
 cog 
 
 cut 
 
 quaff 
 
 keel 
 
 cowr} 7 
 
 coke 
 
 equity 
 
 
 keyhole 
 
 crew 
 
 cook 
 
 gad 
 
 
 kill 
 
 crow 
 
 cooing 
 
 gaiety 
 
 94 
 
 quail 
 
 cry 
 
 cuckoo 
 
 gait 
 
 
 quell 
 
 cure 
 
 gag 
 
 gate 
 
 acme 
 
 quill 
 
 curry 
 
 gang 
 
 gaudy 
 
 calm 
 
 ugly 
 
 eager 
 
 gawk 
 
 get 
 
 came 
 
 
 equerry 
 
 gawky 
 
 guest 
 
 cameo 
 
 
 gear 
 
 &g 
 
 ghost 
 
 coma 
 
 96 
 
 goer 
 
 gong 
 
 giddy 
 
 comb . 
 
 
 gore 
 
 hacking 
 
 gist 
 
 come 
 
 agony 
 
 grey 
 
 hanging 
 
 goad 
 
 comma 
 
 akin 
 
 grow 
 
 hooking 
 
 143 
 
11 1. 
 
 THE SCIENCE OF MEMORY. 
 
 keg 
 
 01 
 
 sweat 
 
 sully 
 
 08 
 
 kick 
 
 
 sweet 
 
 swallow 
 
 sage 
 sash 
 
 kin- 
 
 asp 
 
 zest 
 
 swell 
 
 quack 
 
 espy 
 
 
 
 swill 
 
 sedge 
 siege 
 such 
 
 quake 
 
 hasp 
 
 03 
 
 zeal 
 
 quick 
 
 hyssop 
 
 
 
 
 sap 
 
 ossify 
 
 
 swash 
 
 100 
 
 sappy 
 sip 
 
 safe 
 save 
 
 06 
 
 usage 
 
 abysses 
 
 soap 
 
 Savoy 
 
 assign 
 
 . 
 
 basis 
 
 sob 
 
 sieve 
 
 sane 
 
 
 opposes 
 paces 
 
 sop 
 soup 
 
 sofa 
 
 scene 
 scion 
 seen 
 
 09 
 
 hassock 
 
 pieces 
 possess 
 
 spa 
 
 spy 
 
 sub 
 
 04 
 
 assume 
 
 seine 
 sign 
 
 husk 
 
 husky 
 
 sack 
 
 sago 
 
 sake 
 
 sang 
 
 
 
 ace 
 
 sup 
 
 swab 
 
 sweep 
 
 psalm 
 
 same 
 
 seam 
 
 sin 
 sinew 
 sinewy 
 snow 
 
 as 
 
 
 
 seamy 
 
 son 
 
 saying 
 
 ass 
 
 
 seem 
 
 soon 
 
 seeing 
 
 assay 
 ease 
 
 02 
 
 semi 
 some 
 
 sun 
 
 seek 
 sick 
 sing 
 skue 
 
 easy 
 essay 
 
 assist 
 city 
 
 sum 
 swim 
 
 sunny 
 swain 
 
 has 
 
 haze 
 
 hazy 
 
 essayist 
 
 sad 
 
 said 
 
 05 
 
 swan 
 swell 
 swine 
 
 sky 
 
 soak 
 
 sock 
 
 his 
 
 sat 
 
 assail 
 
 zion 
 
 
 hiss 
 
 seat 
 
 easel 
 
 zone 
 
 song 
 suck 
 swag 
 swing 
 
 hose 
 
 seed 
 
 easily 
 
 
 
 house 
 ice 
 
 seedy 
 set 
 
 hazel 
 sail 
 
 07 
 
 icy 
 
 side 
 
 sale 
 
 hussar 
 
 
 
 is 
 
 sight 
 
 sallow 
 
 sawyer 
 
 00 : 
 
 ooze 
 
 sit 
 
 sally 
 
 sear 
 
 saw 
 
 site ' 
 
 seal 
 
 seer 
 
 assess 
 
 say 
 
 sod 
 
 sell 
 
 sere 
 
 assize 
 
 sea 
 
 soda 
 
 sill 
 
 serry 
 
 hawses 
 
 see 
 
 soot 
 
 silly 
 
 sewer 
 
 houses 
 
 sew 
 
 soothe 
 
 slay 
 
 sir 
 
 ice-house 
 
 sigh 
 
 sooty 
 
 sleigh 
 
 sire 
 
 oasis 
 
 so 
 
 sot 
 
 sloe 
 
 soar 
 
 sauce 
 
 sow 
 
 sought 
 
 slow 
 
 sore 
 
 sauc} r 
 
 sue 
 
 south 
 
 sly 
 
 sorrow 
 
 says 
 
 sway 
 
 suit 
 
 soil 
 
 sorry 
 
 seesaw 
 
 us 
 
 suite 
 
 sole 
 
 sour 
 
 seize 
 
 use 
 
 suttee 
 
 soul 
 
 swear 
 
 size 
 
 yes 
 
 swathe 
 
 solo 
 
 zero 
 
 souse 
 
\