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| author | nfenwick <nfenwick@pglaf.org> | 2025-02-07 15:31:28 -0800 |
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| committer | nfenwick <nfenwick@pglaf.org> | 2025-02-07 15:31:28 -0800 |
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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..088c57f --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #55508 (https://www.gutenberg.org/ebooks/55508) diff --git a/old/55508-h.zip b/old/55508-h.zip Binary files differdeleted file mode 100644 index bec2732..0000000 --- a/old/55508-h.zip +++ /dev/null diff --git a/old/55508-h/55508-h.htm b/old/55508-h/55508-h.htm deleted file mode 100644 index bdb92db..0000000 --- a/old/55508-h/55508-h.htm +++ /dev/null @@ -1,5371 +0,0 @@ -<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" - "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> -<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en"> - <head> - <meta http-equiv="Content-Type" content="text/html;charset=us-ascii" /> - <meta http-equiv="Content-Style-Type" content="text/css" /> - <title> - The Project Gutenberg eBook of Miller's Mind Training for Children, by William E. Miller. - </title> - <link rel="coverpage" href="images/cover.jpg" /> - - <style type="text/css"> - -body { - margin-left: 10%; - margin-right: 10%; -} - - h1,h2,h3 { - text-align: center; /* all headings centered */ - clear: both; -} - -p { - margin-top: .51em; - text-align: justify; - margin-bottom: .49em; -} - - - -hr { - width: 33%; - margin-top: 2em; - margin-bottom: 2em; - margin-left: 33.5%; - margin-right: 33.5%; - clear: both; -} - -hr.chap {width: 65%; margin-left: 17.5%; margin-right: 17.5%;} -hr.tb {width: 45%; margin-left: 27.5%; margin-right: 27.5%;} - - -div.chapter {page-break-before: always;} -h2.nobreak {page-break-before: avoid;} -h1.nobreak {page-break-before: avoid;} - - -table { - margin-left: auto; - margin-right: auto; -} - -.indent {padding-left: 2em;} -.indent5 {padding-left: 5em;} -.aligned-text { word-spacing: 2em;} - -.pagenum { - position: absolute; - left: 92%; - font-size: smaller; - text-align: right; -} - - -.center {text-align: center;} - -.right {text-align: right;} - -.smcap {font-variant: small-caps;} - - -.caption {text-align: center; font-weight: bold;} - - -.figcenter { - margin: auto; - text-align: center; -} - -.figleft { - float: left; - clear: left; - margin-left: 0; - margin-bottom: 1em; - margin-top: 1em; - margin-right: 1em; - padding: 0; - text-align: center; -} - -.figright { - float: right; - clear: right; - margin-left: 1em; - margin-bottom: - 1em; - margin-top: 1em; - margin-right: 0; - padding: 0; - text-align: center; -} - -.poetry .stanza {margin: 1em auto;} -.poetry .verse {text-indent: -3em; padding-left: 3em;} -.poetry .indent2 {text-indent: -2em;} - - -.transnote {background-color: #E6E6FA; - color: black; - font-size:smaller; - padding:0.5em; - margin-bottom:5em; - font-family:sans-serif, serif; } - </style> - </head> -<body> - - -<pre> - -The Project Gutenberg EBook of Miller's Mind Training for Children, Book 2 -of 3, by William Emer Miller - -This eBook is for the use of anyone anywhere at no cost and with -almost no restrictions whatsoever. You may copy it, give it away or -re-use it under the terms of the Project Gutenberg License included -with this eBook or online at www.gutenberg.org/license - - -Title: Miller's Mind Training for Children, Book 2 of 3 - A Practical Training for Successful Living; Educational - Games That Train the Senses - -Author: William Emer Miller - -Release Date: September 8, 2017 [EBook #55508] - -Language: English - -Character set encoding: ASCII - -*** START OF THIS PROJECT GUTENBERG EBOOK MILLER'S MIND TRAINING VOL. 2 *** - - - - -Produced by MFR, David E. Brown and the Online Distributed -Proofreading Team at http://www.pgdp.net (This book was -produced from images made available by the HathiTrust -Digital Library.) - - - - - - -</pre> - - -<div class="figcenter"><img src="images/cover.jpg" alt="" /></div> -<hr class="chap" /> - - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_1" id="Page_1">[Pg 1]</a></span> -<h1 class="nobreak"> -MILLER'S<br /> -MIND TRAINING<br /> -<i>for</i><br /> -CHILDREN</h1></div> - - -<p class="center"><i>A Practical Training<br /> -for Successful<br /> -Living</i></p> - - -<p class="center"><i>Educational Games<br /> -That Train<br /> -the Senses</i></p> - - -<p class="center"><span class="smcap">William E. Miller</span><br /> -<i>AUTHOR AND PUBLISHER</i><br /> -Alhambra, California. -</p> - - - - - - -<p class="center"><span class="pagenum"><a name="Page_2" id="Page_2">[Pg 2]</a></span> -BY<br /> -WILLIAM E. MILLER<br /> -ALHAMBRA, CALIFORNIA<br /> -<br /> -AUTHOR OF<br /> -<br /> -<i>The Natural Method of Memory Training</i><br /> -<br /> -<br /> -<span class="smcap">Copyright 1920</span><br /> -<span class="smcap">Copyright 1921</span><br /> -<br /> -<br /> -WILLIAM E. MILLER<br /> -ALL RIGHTS RESERVED<br /> -INCLUDING FOREIGN COPYRIGHTS<br /> -</p> - -<hr class="chap" /> - - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_3" id="Page_3">[Pg 3]</a></span> -<h2 class="nobreak">CONTENTS—BOOK TWO</h2></div> - - -<table border="0" cellpadding="2" cellspacing="2" summary="table"> - -<tr><td> </td><td align="right">Page</td></tr> - -<tr><td>Training the Memory </td><td align="right"><a href="#Page_7">7</a></td></tr> - -<tr><td>The Strongest Sense Is Sight</td><td align="right"><a href="#Page_10">10</a></td></tr> - -<tr><td>Visual Impressions Most Accurate</td><td align="right"><a href="#Page_12">12</a></td></tr> - -<tr><td>Nature's Special Memory Endowment</td><td align="right"><a href="#Page_12">12</a></td></tr> - -<tr><td>A Memory Picture</td><td align="right"><a href="#Page_12">12</a></td></tr> - -<tr><td>The Visual Impression Strengthened</td><td align="right"><a href="#Page_13">13</a></td></tr> - -<tr><td><span class="indent">Exaggeration</span></td><td align="right"><a href="#Page_14">14</a></td></tr> - -<tr><td><span class="indent">Motion</span></td><td align="right"><a href="#Page_16">16</a></td></tr> - -<tr><td><span class="indent">Unusual Associations</span></td><td align="right"><a href="#Page_17">17</a></td></tr> - -<tr><td>Value of Improved Imagination</td><td align="right"><a href="#Page_18">18</a></td></tr> - -<tr><td>First Picture Association</td><td align="right"><a href="#Page_19">19</a></td></tr> - -<tr><td>Two Mental Operations</td><td align="right"><a href="#Page_23">23</a></td></tr> - -<tr><td>Reversing the Process</td><td align="right"><a href="#Page_25">25</a></td></tr> - -<tr><td>Sharpening the Tools</td><td align="right"><a href="#Page_27">27</a></td></tr> - -<tr><td>List for Memory Exercise</td><td align="right"><a href="#Page_30">30</a></td></tr> - -<tr><td>To Develop Definite Pictures</td><td align="right"><a href="#Page_31">31</a></td></tr> - -<tr><td>The Law of Association</td><td align="right"><a href="#Page_32">32</a></td></tr> - -<tr><td>Reminder Pictures</td><td align="right"><a href="#Page_34">34</a></td></tr> - -<tr><td>Forming a Health Habit</td><td align="right"><a href="#Page_35">35</a></td></tr> - -<tr><td>Beware of Procrastination</td><td align="right"><a href="#Page_39">39</a></td></tr> - -<tr><td><span class="pagenum"><a name="Page_4" id="Page_4">[Pg 4]</a></span>Attention and Memory</td><td align="right"><a href="#Page_40">40</a></td></tr> - -<tr><td>The Child's Code List</td><td align="right"><a href="#Page_41">41</a></td></tr> - -<tr><td><span class="indent">The Game of Code</span></td><td align="right"><a href="#Page_42">42</a></td></tr> - -<tr><td>Remembering Errands</td><td align="right"><a href="#Page_44">44</a></td></tr> - -<tr><td><span class="indent">Errands for Practice</span></td><td align="right"><a href="#Page_47">47</a></td></tr> - -<tr><td>Important Points to Be Followed</td><td align="right"><a href="#Page_48">48</a></td></tr> - -<tr><td>Value of Forgetting</td><td align="right"><a href="#Page_50">50</a></td></tr> - -<tr><td>Alphabetical Hitching Posts</td><td align="right"><a href="#Page_50">50</a></td></tr> - -<tr><td>Filing Abstract Ideas</td><td align="right"><a href="#Page_51">51</a></td></tr> - -<tr><td>Thinking by Pictures</td><td align="right"><a href="#Page_53">53</a></td></tr> - -<tr><td>Uses of Hitching Posts</td><td align="right"><a href="#Page_54">54</a></td></tr> - -<tr><td>Speaking Without Notes</td><td align="right"><a href="#Page_55">55</a></td></tr> - -<tr><td>The Mind's Eye and the Story</td><td align="right"><a href="#Page_56">56</a></td></tr> - -<tr><td><span class="indent">The Game of Story Telling</span></td><td align="right"><a href="#Page_57">57</a></td></tr> - -<tr><td>Two Results of Visualization</td><td align="right"><a href="#Page_57">57</a></td></tr> - -<tr><td>Learning Poetry and Prose</td><td align="right"><a href="#Page_58">58</a></td></tr> - -<tr><td><span class="indent">Exercises for Practice</span></td><td align="right"><a href="#Page_59">59-60</a></td></tr> - -<tr><td>To Preserve Early Memories</td><td align="right"><a href="#Page_61">61</a></td></tr> - -<tr><td>How to Remember Figures</td><td align="right"><a href="#Page_63">63</a></td></tr> - -<tr><td><span class="indent">The Number Code</span></td><td align="right"><a href="#Page_66">66</a></td></tr> - -<tr><td><span class="indent">Forming Number Words</span></td><td align="right"><a href="#Page_69">69</a></td></tr> - -<tr><td><span class="indent">Number Value of Code Words</span></td><td align="right"><a href="#Page_74">74</a></td></tr> - -<tr><td><span class="indent">The Game of Number Code</span></td><td align="right"><a href="#Page_76">76</a></td></tr> - -<tr><td><span class="indent">The Number Game</span></td><td align="right"><a href="#Page_78">78</a></td></tr> - -<tr><td><span class="indent">The Game of Solitaire</span></td><td align="right"><a href="#Page_78">78</a></td></tr> - -<tr><td><span class="indent">Code Words and Number Values</span></td><td align="right"><a href="#Page_80">80</a></td></tr> - -<tr><td><span class="indent">All Hitching Posts Numbered</span></td><td align="right"><a href="#Page_81">81</a></td></tr> - -<tr><td><span class="indent">Forming Larger Number Words</span></td><td align="right"><a href="#Page_82">82</a></td></tr> - -<tr><td><span class="indent">Adjective as Helps</span></td><td align="right"><a href="#Page_85">85</a></td></tr> - -<tr><td><span class="indent">Telephone Numbers</span></td><td align="right"><a href="#Page_86">86</a></td></tr> - -<tr><td><span class="indent">Remembering Addresses</span></td><td align="right"><a href="#Page_88">88</a></td></tr> - -<tr><td><span class="indent">Remembering Fractions</span></td><td align="right"><a href="#Page_88">88</a></td></tr> - -<tr><td><span class="indent">The Game of Memory Demonstration</span></td><td align="right"><a href="#Page_89">89</a></td></tr> - -<tr><td><span class="pagenum"><a name="Page_5" id="Page_5">[Pg 5]</a></span>Remembering People's Names</td><td align="right"><a href="#Page_92">92</a></td></tr> - -<tr><td><span class="indent">The Name of Pictures</span></td><td align="right"><a href="#Page_95">95</a></td></tr> - -<tr><td><span class="indent">Association Next Important Step</span></td><td align="right"><a href="#Page_96">96</a></td></tr> - -<tr><td><span class="indent">To Remember Mr. King</span></td><td align="right"><a href="#Page_97">97</a></td></tr> - -<tr><td><span class="indent">Associating Name and Face Pictures</span></td><td align="right"><a href="#Page_98">98</a></td></tr> - -<tr><td><span class="indent">Thought Channels</span></td><td align="right"><a href="#Page_111">111</a></td></tr> - -<tr><td><span class="indent">Review Is Essential</span></td><td align="right"><a href="#Page_112">112</a></td></tr> - -<tr><td><span class="indent">Methodical Review Best</span></td><td align="right"><a href="#Page_113">113</a></td></tr> - -<tr><td><span class="indent">A Review Test</span></td><td align="right"><a href="#Page_114">114</a></td></tr> - -<tr><td><span class="indent">Good Observation Necessary</span></td><td align="right"><a href="#Page_115">115</a></td></tr> - -<tr><td><span class="indent">Systematic Observation of Faces</span></td><td align="right"><a href="#Page_116">116</a></td></tr> - -<tr><td><span class="indent">The Game of Faces</span></td><td align="right"><a href="#Page_118">118</a></td></tr> - -<tr><td><span class="indent">The Name Game</span></td><td align="right"><a href="#Page_120">120</a></td></tr> - -<tr><td><span class="indent">The Game for Quick Naming</span></td><td align="right"><a href="#Page_120">120</a></td></tr> - -<tr><td><span class="indent">The Game of Introductions</span></td><td align="right"><a href="#Page_121">121</a></td></tr> - -<tr><td><span class="indent">Suggestions to Travelers</span></td><td align="right"><a href="#Page_122">122</a></td></tr> - -<tr><td><span class="indent">Remembering the Initials</span></td><td align="right"><a href="#Page_123">123</a></td></tr> - -<tr><td><span class="indent">The Price Must Be Paid</span></td><td align="right"><a href="#Page_125">125</a></td></tr> -</table> - -<p><span class="pagenum"><a name="Page_6" id="Page_6">[Pg 6]</a></span></p> - -<hr class="chap" /> - - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_7" id="Page_7">[Pg 7]</a></span> -<h2 class="nobreak">TRAINING THE MEMORY</h2></div> - - -<p>The memory is the most used of all the faculties, -therefore it is very important that it should have -special attention and training. Almost every exercise -in the First Book, while developing the other -faculties, used the memory in some manner. It is -necessary for the success of most mental operations. -Memory influences thought, and contributes to character -development.</p> - -<p>A good memory is the greatest aid to the student -at any age. Lack of knowledge of how to use and -improve the memory has been a great handicap in -the life of most of us. It is no longer necessary for -your children to be continuously dependent upon -the operation of the memory, without knowing how -to properly use it. From this book you will get a -practical understanding of how to develop this faculty -for them.</p> - -<p>The young child has little conception of the importance -of Memory. Do not use your time trying -to impress the value of memory upon him, but rather -in helping him to do the things which will result in -the development of this faculty. By training the -child's memory you can endow him with the knowledge<span class="pagenum"><a name="Page_8" id="Page_8">[Pg 8]</a></span> -and capacity which will be an ever increasing -source of profit, and for which he will never cease -to thank you.</p> - -<blockquote> - -<p><b>To start your children in life with a trained -and dependable memory is a greater endowment -than a perfunctory education or even a -fortune.</b></p></blockquote> - -<p>This is not only your privilege but your duty. The -decision to do so must be yours. At first the principal -effort and persistence must come from you. -Follow carefully the instructions of this book and -you will have no difficulty in accomplishing this desirable -result.</p> - -<p>First read the entire book, then apply the ideas -and exercises according to the age of the child. -Let the children advance as rapidly as they can master -the work. Do not over urge them, or make the -work tedious. Above all, see that the children understand -the principles and apply them to all of -their activities.</p> - -<blockquote> - -<p><b>Memory is largely a habit. See to it that -your children acquire this habit early.</b></p></blockquote> - -<p>Let your effort be continuous and not spasmodic. -Ten minutes a day is far better than an hour once -a week.</p> - - -<h3>Memory Most Valuable Faculty</h3> - -<p>The development resulting from use of the games -and exercises of the first book has already influenced -the memory faculty of the child. The faculties<span class="pagenum"><a name="Page_9" id="Page_9">[Pg 9]</a></span> -of visualization, observation, attention and concentration, -all contribute to the proper operation -of this faculty. They are the tools with which the -desired result can be accomplished. It is of greatest -importance that these tools be sharpened and -tempered by use of the exercises given in Book One. -It is now important that you know and understand -the principles and methods of memory operation. -Study this book with your children, if they are old -enough to understand it.</p> - -<p>For smaller children follow the plan of making -the instructions into stories, and the exercises into -games. Encourage the children in making the effort -necessary for improvement and to expect a great -deal of themselves.</p> - -<p>The story of the success of great leaders of present -day business and industrial life reveals the fact that -they had an unusually retentive memory. That -their minds were great storehouses of facts and figures -regarding their business.</p> - -<p>Others who had worked along with them for -years, but were not able to absorb and retain the -knowledge, could not progress as fast or as far. All -have the natural endowment of a good, dependable -memory and all have the faculties, which, if properly -trained, will result in conscious ability to use -the memory for all the needs of successful living.</p> - -<blockquote> - -<p><b>Your memory is your ability to make an impression -upon your brain which you can recall -at will.</b></p></blockquote> - - - -<p><span class="pagenum"><a name="Page_10" id="Page_10">[Pg 10]</a></span>This involves two mental processes; first, the making -of an impression upon the brain; second, the -ability to recall it at will. The problem of memory -is to know how to accomplish these two things and -to be able to produce the result easily and quickly.</p> - -<p>Five groups of nerves connect the brain with the -outside world, these are the five senses. They are -the avenues of approach over which all impressions -or sensations are conducted to the brain.</p> - -<blockquote> - -<p><b>The ease with which any impression can be -recalled will depend,—first, upon how -strongly it is made.</b></p></blockquote> - -<p>Your senses are unequal in their ability to impress -the brain. Some make stronger impressions than -others, not so much because of the thing to be impressed, -but because of the natural unequal strength -of the groups of nerves. All experience or knowledge -that makes a strong, definite impression is more -easily recalled than in those cases where the impression -is less distinct.</p> - -<p>Nature has endowed one of the senses with a -peculiar ability to make impressions upon the brain -which are many times stronger than those made by -any of the others. To learn to properly use this -one sense is the greatest aid to memory improvement.</p> - - -<h3>The Strongest Sense Is Sight</h3> - -<p>The nerves connecting the eye with the brain are -many times larger than the nerves of any of the -other sense organs and can make an impression<span class="pagenum"><a name="Page_11" id="Page_11">[Pg 11]</a></span> -which is many times stronger than the impression -made by any of the others. Without your conscious -knowledge this fact has been operating all your life. -The things which you have seen are the things which -you have most easily remembered. For this reason -the memory of your youth consists principally of -things which you saw, or impressions made upon -your brain by the use of your eye.</p> - -<p>Prove this fact; recall some of your earliest recollections; -how did your brain accept these impressions? -Was it through feeling, hearing, or through -seeing? It is an eye impression and is recalled in -your mind as a picture. You will find that most -of the past which you can remember is based upon -the visual impression. The poet says, "How dear -to my heart are the scenes of my childhood." The -scenes of childhood are the memory of childhood.</p> - -<p>"Travel is the greatest of educators." Why? One -reason is because you are gathering a group of eye -impressions which are the most lasting. One psychologist -defines memory, "as the act of recalling -the picture of a past experience." The fact that the -visual memory is most lasting has been known for -generations, but we have failed to take proper advantage -of the fact. In making a comparison of -the eye and ear impressions upon the brain Robert -Mudie wrote in 1832: "That which is told us we -may forget because of the weakness of the impressions -made, but that which we see with our own eye -is proof against accident, against time and forgetfulness."</p> - -<p><span class="pagenum"><a name="Page_12" id="Page_12">[Pg 12]</a></span></p> - - -<h3>Visual Impressions Most Accurate</h3> - -<p>Besides being the strongest of all the senses, sight -is the most accurate. Psychological tests have -shown the eye to be mistaken only eighteen per -cent of the time, and the ear, which is the second -sense in strength, is mistaken thirty-four per cent. -Note that your sense of sight is especially endowed -with the power to make the strongest, and at the -same time, the most accurate impression upon your -brain. The first step in memory improvement is to -learn the proper use of this sense in impressing upon -the brain those things which you wish to recall.</p> - -<blockquote> - -<p><b>For the purposes of memory, to see a thing -once is equal to having repeated it eighteen -or twenty times.</b></p></blockquote> - - -<h3>Nature's Special Memory Endowment</h3> - -<p>We have a secondary or additional faculty which -we call the mind's eye. You can close your eyes -and see many familiar scenes or you can combine -parts of these into new pictures that have never -existed in fact. This process of visualization produces -the strongest impression upon the brain that -you are able to make.</p> - -<p>The greatest step in the improvement of the memory -is reached when the child realizes the value of -this visual impression and is conscious of just how -to use it.</p> - - -<h3>A Memory Picture</h3> - -<p>Become familiar with the mind's eye picture and -realize its value in memory, then follow the exer<span class="pagenum"><a name="Page_13" id="Page_13">[Pg 13]</a></span>cises -given here until you are able to use it correctly -for memory purposes. For practice visualize a -House, use one that is familiar to you, see it as -clearly as possible. Build a clear, definite picture -as an artist would, first the outline, then add the detail, -see the slope of the roof, the chimney, the -gables, then see the shingles and the cracks between -them, the bricks in the chimney and the plaster -veins between.</p> - -<blockquote> - -<p><b>The more distinctly you can see this object, -the stronger the impression upon the brain—the -longer it will last and the easier it will -be to recall it.</b></p></blockquote> - -<p>The use of the exercises on Visualization in Book -One will make it possible for you to build at once -a clear picture of the House. If you have any difficulty -in doing this, follow the instructions for drawing -the outline and other suggestions given for the -development of the faculty of visualization as they -are found in the first book.</p> - - -<h3>The Visual Impression Strengthened</h3> - -<p>To remember you must be able to make an impression -upon the brain which you can recall at -will. This simple impression of the House may not -be recalled as easily as you wish, but there are -three simple and natural operations of the mind by -the use of which you can strengthen this impression -to any degree necessary. By their use you can learn<span class="pagenum"><a name="Page_14" id="Page_14">[Pg 14]</a></span> -to make an impression that is strong enough to be -recalled at will.</p> - - -<h3>The First Aid—Exaggeration</h3> - -<div class="figleft"><img src="images/i_014.jpg" alt="" /></div> - -<p>A large object makes a stronger impression upon -your mind than a small one, a twenty-story building -attracts your attention and impresses you more than -a two-story one. Things which you see exaggerated -out of their normal proportions make an unusually -strong picture upon your brain. The House, which -you have seen standing in the yard is small; if you -wish to increase the -strength of the impression, -exaggerate the -size of the house and -see it as large as a ten-story -building. The -only limit to the size to -which you can exaggerate -the object is the -limitation of your imagination. -You can in this way strengthen the picture -until the impression is strong enough to be recalled -when needed.</p> - - -<h3>Others Make You Remember</h3> - -<p>This idea of exaggeration is not new or unusual. -There are two professions whose business it is to -make us remember and they use this principle in -doing it. They are the advertiser and the cartoonist. -You have seen this same exaggeration of proportion<span class="pagenum"><a name="Page_15" id="Page_15">[Pg 15]</a></span> -in nearly every cartoon, but you think nothing of -it. The cartoonist, however, knows that he can -make a stronger impression upon your mind by its -use. You remember the cartoon longer and recall -it more easily than most anything you read.</p> - -<p>One of the largest advertising companies of the -country makes the statement, "A picture is worth -a thousand words when it comes to making the public -remember." Some of the most successful advertising -campaigns have been largely confined to pictures. -Almost without exception pictures drawn -for advertising purposes take advantage of this -principle and strongly exaggerate the proportions. -You have seen this in the pictures used by the Goodyear -Tire Company, the Bell Telephone Company, -and many others. It is illustrated in the picture -given here.</p> - -<div class="figcenter"><img src="images/i_015.jpg" alt="" /></div> - -<p><span class="pagenum"><a name="Page_16" id="Page_16">[Pg 16]</a></span></p> - - -<h3>The Second Aid—Motion</h3> - -<div class="figleft"><img src="images/i_016.jpg" alt="" /></div> - -<p>You often pass a thing that is motionless without -notice, but if it moves it attracts your attention. -While walking down the city street you pay little -attention to the show windows, but if there is something -moving in one you will stop to notice it. The -sidewalk will even be blocked by the simple motion -of some thing in the display. This is the use -of motion to impel your attention. If you are in -a crowd and see a friend whose attention you wish -to attract, you wave your hand or handkerchief. -Children like to see "the wheels go 'round," and we -never lose the fascination which motion has for us. -A person lacking in the power of concentration will -fix his closest attention upon the moving picture or -object.</p> - -<p>Just as the motion picture is more attractive than -the old style stereopticon, so motion introduced into -the visual pictures for memory purposes will increase -the impression upon the brain and increase -your ability to recall it.</p> - - - -<p>To still further strengthen the impression of the -House, see it in motion instead -of standing still. See it -on wheels moving down the -street or blown from the -foundation by a strong wind. -The farther you see the object -move, or the more rapid -the motion, the stronger the -impression.</p> - -<p><span class="pagenum"><a name="Page_17" id="Page_17">[Pg 17]</a></span></p> - - -<h3>Third Aid—Unusual Associations</h3> - -<div class="figright"><img src="images/i_017.jpg" alt="" /></div> - -<p>When you go home in the evening the first thing -mentioned is the unusual happening of the day. -Those things which have been most out of the ordinary -are the first mentioned in your conversation. -If some very unusual circumstance has thrust itself -upon those at home, they -will rush out to meet you, to -tell you perhaps that "The -cat devoured the canary." -All unusual circumstances -impress the mind in such a -manner that they are very -easily recalled. To see the -House balanced on one corner -instead of in its usual position upon the foundation, -will strengthen the impression of the picture -already made. Take advantage of this natural fact -and when you wish to remember make the picture -an unusual one, even make it grotesque or ludicrous.</p> - -<p>There is no limit to the degree in which you can -use these three natural mental operations. Your exaggeration -of a pin can make it appear the size of -a pencil or a telephone pole, or as tall as a twenty-story -building. You can see it move a foot or two -or swinging in a pendulum-like rhythm or dancing -upon a hill.</p> - -<p>Thus the use of these three principles makes it -possible for you to place upon your brain an impression -of whatever strength you choose. If the first<span class="pagenum"><a name="Page_18" id="Page_18">[Pg 18]</a></span> -one is not recalled readily you know how to make a -stronger one. Simply exaggerate the size, move it -farther or more rapidly and in a more unusual or -ludicrous manner.</p> - - -<h3>Value of Improved Imagination</h3> - -<p>The unusualness of this picture is dependent upon -your imagination. This idea of picture making for -memory purposes is two-fold in its value. It results -in a better memory and strengthens the productive -imagination. The exercises in Book One will help -you to use your imagination for these memory pictures, -and making them is one of the best exercises -for the development of the imagination.</p> - - -<h3>Practice Makes Perfect</h3> - -<p>You now know how to make a strong impression -upon your brain. This has proven to be the most -valuable aid to a better memory. Thousands of successful -men have learned to use it practically in their -work. It is the greatest aid to students in assimilating -and recalling their studies.</p> - -<p>You have the knowledge, but to be of value you -must practice with it sufficiently to prove its usefulness -and to learn to apply it accurately. This practice -can be gained in a variety of ways; the essential -thing is that you train yourself to make strong visual -impressions upon your brain, to see the pictures -clearly and to know that you are recalling them -accurately. For practice let us use a list of common -objects.</p> - -<p><span class="pagenum"><a name="Page_19" id="Page_19">[Pg 19]</a></span>In order to recall a list of objects or a series of any -kind, instead of making separate pictures of the -objects, combine two in each impression. If you will -follow the method used in making the following -Memory Pictures you will find that it will enable you -to recall the objects at will. We will use a list of -objects that have no natural associations, that you -could not easily remember by any other method, yet -when you use this visual process the matter is a -simple one.</p> - - -<h3>First Picture Association</h3> - -<p>The first word of the list will be the House, the -second Clock. We have already made a strong visual -impression of the House, by seeing it in an Exaggerated, -Moving, Unusual picture. We could make as -strong an impression of the Clock in the same way, -but to be able to recall the word following House, -we must see the two objects together in the same picture. -To see a large Clock standing alongside of the -House, will make a strong impression. A stronger -one may be made by exaggerating the size and proportion -of the two objects. To further strengthen -it you can use unusual motion, such as balancing a -huge Clock on the edge of the House. Now introduce -motion, see the Clock topple and roll down the -roof and fall to the ground. To get the full value of -this impression upon your brain, close your book and -see the picture in your mind's eye. If it does not -seem distinct close your eyes, or take a pencil and -try to draw the picture. This will help you to see<span class="pagenum"><a name="Page_20" id="Page_20">[Pg 20]</a></span> -it more clearly. See the Clock rolling down the -roof, see it fall to the ground, make it seem real and -as distinct as possible.</p> - - -<h3>Add Flowers to the List</h3> - -<div class="figleft"><img src="images/i_020.jpg" alt="" /></div> - -<p>To do this make a large moving picture of Clock -and Flowers. See the Clock decorated with flowers -and large bunches tied to the end of each of the -hands. See them going -around. Add the colors, -make all the detail bright, -and become interested in the -picture. Fix your attention -on it as you have learned to -do in the first book. Note -the changes.</p> - - - -<p>In each of these pictures -there are two objects, never -more and never less. Do not see the House in this -second picture. Always drop the first object when -adding a new one.</p> - -<blockquote> - -<p><b>Memory Pictures Should Always Contain -Two Objects.</b></p></blockquote> - - -<h3>Flowers and Circus</h3> - -<p>Continue the list by adding the word Circus. Picture -the new word with the last one which was Flowers. -Let your imagination see the Flowers playing in -the circus tent, see them riding the horses, or have -the performers all dressed in flowers; any picture<span class="pagenum"><a name="Page_21" id="Page_21">[Pg 21]</a></span> -clearly visualized and concentrated upon for a -moment will produce the desired result.</p> - -<blockquote> - -<p><b>The length of time that an impression will -last, depends first, upon the vividness of your -picture.</b></p></blockquote> - - -<h3>Circus and Soldier</h3> - -<p>Add this new word by exaggerated motion picture -of the Circus and the Soldier. Make your own picture, -see that it is definite and let the mind dwell -upon it for a moment.</p> - - -<h3>Soldier and Church</h3> - -<p>Proceed in the same way as before, but do not go -on with the list until you have visualized the picture -clearly. A dim picture will not last long and will be -recalled with difficulty, if at all.</p> - - -<h3>Church and Rocks</h3> - -<p>Not stones, but great, rough, rugged rocks piled -high. See them clearly, let them fall on the Church -and damage it. When recalling your pictures you -will need to be sure of the object and to recall the -exact word. The ability to do this will depend upon -the vividness and definiteness of the picture as you -see it the first time.</p> - - -<h3>Rocks and Auto</h3> - -<p>Here is an opportunity to imagine and picture an -auto accident. Make your own picture and photograph -it upon your mind.</p> - -<p>Proceed with a few more pictures, making each<span class="pagenum"><a name="Page_22" id="Page_22">[Pg 22]</a></span> -clear and definite and do not yet attempt to recall -them; just visualize each two objects in turn.</p> - - -<h3>Auto and Shoes</h3> - -<h3>Shoes and Dishes</h3> - -<p>See each two objects in a separate Memory Picture. -Now review the list beginning with House and -Clock, Clock and Flowers, etc. Let one picture suggest -the next in which one object of the preceding -picture always appears. Repeat the list slowly, recalling -the two objects in each picture. Do this without -looking at the list; there are ten separate objects -you can check by keeping count.</p> - -<blockquote> -<p> -<span class="indent">House and Clock.</span><br /> -<span class="indent">Clock and Flowers.</span><br /> -<span class="indent">Flowers and Circus.</span><br /> -<span class="indent">Circus and Soldier.</span><br /> -<span class="indent">Soldier and Church.</span><br /> -<span class="indent">Church and Rocks.</span><br /> -<span class="indent">Rocks and Auto.</span><br /> -<span class="indent">Auto and Shoes.</span><br /> -<span class="indent">Shoes and Dishes.</span><br /> -</p></blockquote> - -<p>Review the ten pictures until they can be recalled -without difficulty, and until all are clear and distinct. -Each time you review, see the same picture as originally -made, do not change it, except to add more -Exaggeration, Motion or Detail each time and make -it more distinct and definite. You will have experienced -the fact, that in each case where you made and -visualized a good picture you remembered the words<span class="pagenum"><a name="Page_23" id="Page_23">[Pg 23]</a></span> -without difficulty. Where the picture is not strong -you have trouble in recalling the word. Any picture -that can not be recalled easily can be made to do -so by adding more of the three elements, Exaggeration, -Motion and the Unusual. Take the poorest picture, -the one most difficult to recall, exaggerate the -size of the objects, or make them move farther or -faster, stand them on their heads or do any thing -unusual and see how much easier you can recall it -the next time.</p> - - -<h3>Two Mental Operations</h3> - -<p>There are two distinct operations in this method. -First the Imagination takes the two objects and -determines how they shall be arranged; what they -shall do; or how they are to look in the picture. -Second, the mind's eye photographs the picture so -arranged by the imagination. The impression is -made upon the brain when the picture is photographed. -You may decide upon a good combination -of the objects, but if you do not SEE the picture you -will not remember. The impression is made upon -the brain when the mind's eye actually sees the picture -which your Imagination has constructed. Just -as the photographer first arranges his group in the -manner that he thinks will make the best effect, then -presses the bulb and exposes the plate. If he only -arranged the group and did not expose the plate he -would have no picture, and so, if you imagine the -picture and do not SEE it, you will have poor memory.</p> - -<p><span class="pagenum"><a name="Page_24" id="Page_24">[Pg 24]</a></span></p> - - -<h3>Add to Your List</h3> - -<p>In the same way form pictures of the following objects. -Use your own imagination to bring the objects -together into motion pictures. In adding to -your list, always begin with the last object and revisualize -it with the new object. Thus you will link -all together in an endless chain. Make memory pictures -of the following:</p> - - -<h3>Dishes and Wagon</h3> - -<p>Pile the dishes high upon the wagon and see them -rattle off and break as the wagon moves. Be a cartoonist, -make unusual pictures.</p> - - -<h3>Wagon and Table</h3> - -<p>Make your own picture, and fix your attention -upon it for a moment by seeing the details. What -kind of a wagon is it? What color? How drawn?</p> - - -<h3>Table and Carpet</h3> - -<p>See the color and pattern in the carpet.</p> - - -<h3>Carpet and Fence<br /> -Fence and Bread</h3> - -<p>It will be easier for some to make the Memory -Pictures into a story, that is to see the Dishes thrown -at the Wagon and fall off onto the Table where they -are put into a Carpet and hung up on a Fence, which -has a loaf of Bread on the top of a high picket. This -story can continue indefinitely, as long as your imagination -adds to it. There is a danger, however, in -this kind of a picture; it is in the tendency to see -more than two objects in each picture. The idea<span class="pagenum"><a name="Page_25" id="Page_25">[Pg 25]</a></span> -may be continuous, the picture must never be. It -may be a continuous idea connecting separate and -distinct pictures but you must be sure to drop the -first object before you add the new one, so that there -are but two objects in each. Continue picturing -these words in pairs as you did before, using the -story idea if it seems easier.</p> - -<h3> -Bread and Walk.<br /> -Walk and Lamp.<br /> -Lamp and School.<br /> -School and Stove.<br /> -Stove and Piano. -</h3> - -<p>Now, go back to Dishes and review the pictures, -naming both objects in each picture. Can you see -each clearly? If not, strengthen the picture, put -in more motion, or make it more unusual.</p> - -<p>Without the aid of the list go back to the House -and recall the entire series from House to Piano. -After you have succeeded in this, try to see the series -of pictures and speak them as a list, thus, -House—Clock—Flowers—Circus—Soldier, etc. Do this a -couple of times until it can be done without hesitation.</p> - - -<h3>You Can Reverse the Process</h3> - -<p>Test the availability of these visual impressions -that you have made by starting with the picture of -the Piano and follow each picture carefully back -to the House. Thus, Piano—Stove—School—Lamp—etc.</p> - -<p>You now have a series of twenty unassociated<span class="pagenum"><a name="Page_26" id="Page_26">[Pg 26]</a></span> -words so impressed upon your mind that you can say -them forward or backward. You can as easily begin -in the middle and go either way, or you can think of -any word at random and tell which word precedes -it or follows it in the list.</p> - -<blockquote> - -<p><b>Strong visual impressions properly associated -can be recalled at will.</b></p></blockquote> - -<p>It has taken some time to make and photograph -these pictures, practice will soon make the process -so easy and natural that the same result can be accomplished -in a few seconds. It is not unusual for -children, after a little practice, to take a list of -twenty words and visualize them in one careful reading, -so that they can recall them in any order desired. -Practice will do the same for all regardless -of how difficult they may find the idea at first. All -have the faculties, awaken them and make them -serve.</p> - -<p>The important thing is not that the child has easily -learned a list of words which he can repeat forward -or backward, but the fact that he has experienced -the memory value of a definite mental operation. -The learning of the list is merely the exercise through -which the process of visualization is applied to the -memory. The child may possess the knowledge, but -practice is the only way to make it most useful. This -same kind of exercise should be continued and will -later lead to many practical applications.</p> - - -<h3>Three Steps Necessary</h3> - -<p>All educational progress has three steps, To Know;<span class="pagenum"><a name="Page_27" id="Page_27">[Pg 27]</a></span> -To Do; To Be. What a child becomes as he grows -to manhood depends upon what he DOES, with what -he KNOWS.</p> - -<p>Knowing is the first essential, but without the doing -there is little result. The purpose of this book is -memory development.</p> - -<blockquote> - -<p><b>The improvement of the memory will depend -upon what the child does with the knowledge -he receives.</b></p></blockquote> - - -<h3>Sharpen the Tools</h3> - -<p>Your experience has proven that poor, weak impressions -are recalled slowly and with difficulty. At -the same time when you succeed in recalling a poorly -made impression it is indistinct, it lacks that clear -definiteness which brings assurance and confidence. -To overcome this you need to sharpen the tools with -which the impressions are made upon the brain. You -cannot expect the best results from untrained senses -any more than a carpenter can expect to do a fine -quality of work with dull tools.</p> - -<p>The senses can be sharpened and improved as you -have seen in the First Book, but practice is the whetstone -and every stroke will produce its proportionate -result; without it you can not expect to become -proficient in anything. The methods by which the -senses can be trained are suggested in the First -Book, and if they have been overlooked, or slighted, -you can now see the importance of paying proper -attention to them.</p> - -<p><span class="pagenum"><a name="Page_28" id="Page_28">[Pg 28]</a></span></p> - -<blockquote> - -<p><b>Practice is the motive power which can propel -you along the road of progress toward the -goal of perfection.</b></p></blockquote> - - -<h3>Continue the Memory Pictures</h3> - -<p>In the same manner in which you learned the first -twenty words fix the following in mind. Begin with -the last object of the previous list, Piano and add the -next one, Spoon.</p> - -<p>Now, add to Spoon, Road. See a Spoon with arms -and legs running down the Road. Make a real cartoon -of it. Continue to picture the words in pairs, -always dropping the first when adding a new one. -Now take Road and Picture; Picture and Desk; Desk -and Window; Window and Apple; Apple and Book; -Book and Door; Door and River.</p> - -<p>Stop a moment and review these Memory Pictures, -first in pairs as Piano and Spoon; then as a list. Now -go over the list backwards.</p> - -<p>Add more words and be sure you stop each time to -see a clear, definite picture. You must fix your attention -upon it for a moment, use motion, exaggeration -and the unusual.</p> - -<p>Picture River and Dress; Dress and Hammer; -Hammer and Ball; Ball and Train; Train and Gun; -Gun and Moon; Moon and Curtain; Curtain and -Pepper; Pepper and Bed; Bed and Scissors.</p> - -<p>Review the series as before, those pictures which -come slowly should be improved. With the book -closed, start with House and repeat the entire list. -See each picture clearly before you speak the word,<span class="pagenum"><a name="Page_29" id="Page_29">[Pg 29]</a></span> -even though you may feel sure what the following -word is, see the picture first, this will insure accuracy. -Then begin with Scissors and go through the -series of pictures backwards working your way, picture -by picture, back to House. Take time to be accurate, -do not try to go rapidly at first. See each -picture and try to see it more clearly, adding all the -detail you can. Mental exercise is necessary to development. -See that you perform this one often and -accurately.</p> - - -<h3>Have Learned Forty Words</h3> - -<p>When the child can say the list he has learned a -series of forty words which he can repeat forward -and backward. These words are unassociated and -would be difficult to learn by the old cumbersome -method of repetition. Yet the feat is accomplished -easily by the application of these simple and natural -principles.</p> - - -<h3>Be Gratified But Not Satisfied</h3> - -<p>Do not be satisfied that these simple facts, and the -use which has been made of them, has proven resultful. -Ideas are only of value because of the profit -which comes from their continued use. Prove their -worth to your utter satisfaction and then by continuous -effort make them a part of the mental makeup. -Become thoroughly familiar with these principles -and see that the child knows just how to proceed in -the use of them. Remember it is the visual faculty -you are cultivating for great future usefulness, not -merely learning a list of words. Review these pictures<span class="pagenum"><a name="Page_30" id="Page_30">[Pg 30]</a></span> -many times, use the same ones, do not make -new ones.</p> - -<p>Avoid the mistake of seeing only one object at a -time; always see two, as the House and the Clock, -the Clock and the Flowers. This causes one picture -to recall the next, because the object appears in two -pictures, or is associated with two objects. One by -natural mental operations recalls the other.</p> - -<p>For further practice and development add to the -list of forty words now learned, some of those following, -or make a list of your own. Any words will -do, picture them two and two and review them after -you have added ten or so.</p> - - -<h3>List for Memory Exercise</h3> - -<table border="0" cellpadding="2" cellspacing="2" summary="table"> - -<tr><td>House</td><td> Spoon</td><td> Fire</td><td> Brush</td><td> Pail</td></tr> -<tr><td>Clock</td><td> Road</td><td> Hose</td><td> Salt</td><td> Ice</td></tr> -<tr><td>Flowers</td><td> Pencil</td><td> Box</td><td> Paper</td><td> Sugar</td></tr> -<tr><td>Circus</td><td> Picture</td><td> Bridge</td><td> Button</td><td> Porch</td></tr> -<tr><td>Soldier</td><td> Window</td><td> Bell</td><td> Tooth</td><td> Log</td></tr> -<tr><td>Church</td><td> Apple</td><td> Grass</td><td> Sack</td><td> Pump</td></tr> -<tr><td>Rocks</td><td> Book</td><td> Soap</td><td> Letter</td><td> Rope</td></tr> -<tr><td>Auto</td><td> Door</td><td> Boat</td><td> Ring</td><td> Barrel</td></tr> -<tr><td>Shoes</td><td> River</td><td> Towel</td><td> Pipe</td><td> Corn</td></tr> -<tr><td>Dishes</td><td> Dress</td><td> Pins</td><td> Street</td><td> Board</td></tr> -<tr><td>Wagon</td><td> Hammer</td><td> Cannon</td><td> Spool</td><td> Spoon</td></tr> -<tr><td>Table</td><td> Ball</td><td> Ladder</td><td> Penny</td><td> Shovel</td></tr> -<tr><td>Carpet</td><td> Train</td><td> Cotton</td><td> Comb</td><td> Leaf</td></tr> -<tr><td>Fence</td><td> Gun</td><td> Bicycle</td><td> Umbrella</td><td> Shell</td></tr> -<tr><td>Bread</td><td> Moon</td><td> Ribbon</td><td> Chimney</td><td> Bank</td></tr> -<tr><td>Walk</td><td> Curtain</td><td> Coat</td><td> Swing</td><td> Hat</td></tr> -<tr><td>Lamp</td><td> Pepper</td><td> Hair</td><td> Sled</td><td> Cow</td></tr> -<tr><td>School</td><td> Bed</td><td> Stove</td><td> Rake</td><td> Bat</td></tr> -<tr><td>Store</td><td> Scissors</td><td> Bottle</td><td> Fish</td><td> Tree</td></tr> -<tr><td>Piano</td><td> Chair</td><td> Pie</td><td> Nail</td><td> String</td></tr> -</table> - -<p><span class="pagenum"><a name="Page_31" id="Page_31">[Pg 31]</a></span></p> - - -<h3>To Develop Definite Pictures</h3> - -<p>Some persons have difficulty in making their pictures -definite enough to avoid confusion between -objects of similar shape. Overcome this difficulty -by teaching the child a few lists of objects somewhat -similar in shape. This will require making -clear and definite pictures. The exercise following -is a good one for this purpose. Visualize the following -list and see to it that the pictures are definite, -so that they can be recalled in proper sequence, -either forward or backward.</p> - - -<h3>Exercise for definite Visualization</h3> - -<table border="0" cellpadding="2" cellspacing="2" summary="table"> - -<tr><td>Papa</td><td> Girl</td><td> Grandpa</td><td> Grandma</td></tr> -<tr><td>Boy</td><td> Uncle</td><td> Sister</td><td> Brother</td></tr> -<tr><td>Woman</td><td> Mama</td><td> Man</td></tr> -</table> - - -<h3>Animal Lists</h3> - -<p>The same kind of practice can be gotten by the use -of lists of animals, and at the same time another result -may be attained. The child must learn just -what the animal looks like before he can picture it. -In learning these animal lists use the dictionary or -encyclopedia, or better still, good books on natural -history, and show the child the picture of each -animal with which he is not familiar. Teach him all -that you can regarding each of these different -animals. He will then be able to picture them -clearly and retain and recall them without difficulty.</p> - - -<p><span class="pagenum"><a name="Page_32" id="Page_32">[Pg 32]</a></span></p> - -<h3>Memory Exercise</h3> - -<table border="0" cellpadding="2" cellspacing="2" summary="table"> - -<tr><td>Dog</td><td> Wolf</td><td> Mule</td><td> Lamb</td><td> Lion</td></tr> -<tr><td>Camel</td><td> Giraffe</td><td> Bear</td><td> Alligator</td><td> Sheep</td></tr> -<tr><td>Cat</td><td> Pony</td><td> Deer</td><td> Tiger</td><td> Colt</td></tr> -</table> - -<h3>Memory Exercise</h3> - -<table border="0" cellpadding="2" cellspacing="2" summary="table"> - -<tr><td>Rabbit</td><td> Beaver</td><td> Frog</td><td> Muskrat</td><td> Badger</td></tr> -<tr><td>Mouse</td><td> Mink</td><td> Mole</td><td> Chipmunk</td><td> Skunk</td></tr> -<tr><td>Squirrel</td><td> Rat</td><td> Fox</td><td> Coyote</td><td> Possum</td></tr> -</table> - - -<h3>The Law of Association</h3> - -<p>The first requirement of memory is to make a -strong impression upon the brain, and this we have -seen is accomplished by visualization. We concentrate -the strongest of our senses upon the thing we -wish to remember and thus make the strongest impression.</p> - -<p>The second necessary step is the ability to recall -the impression at will. This is equally important in -memory and is made possible by the Law of Association. -Prof. Kay states that, "Association is the -means by which what is in the memory is recalled -and brought again before consciousness."</p> - -<p>Things which are impressed upon the mind, or -which are active in the mind at the same time, will -return together, one will suggest or recall the other. -A voice, a sound, a sight will often recall a long -train of events. One event will recall another that -took place at the same time, or in the same place, or -one similar in detail. These associations are easily -formed though you may be unconscious of the fact -at the time. When one of the associated facts is in -your mind it becomes the means by which the other -is brought again into your consciousness.</p> - -<p>The visual picture is the strongest impression that -can be made upon the brain, but to be able to recall -a new impression at will, it should be linked or associated<span class="pagenum"><a name="Page_33" id="Page_33">[Pg 33]</a></span> -with some already familiar picture which is -easily recalled, and this will bring the associated impression -with it.</p> - -<p>In the visual exercise in which a list of words was -learned, beginning with House, this principle was -used. The strong impression was made upon the -brain by seeing the House. You also made a strong -impression of the Clock, by seeing it, but in order to -remember that the word Clock follows the word -House the two were associated together by seeing -them in the same picture. This is an example of -two things impressed upon the mind at the same -time. When you see the House it brings the Clock -into mind. If you wish to recall what word follows -House see the House, and the picture association -will supply the second object.</p> - -<p>The use of this Law of Association made it possible -for you to recall the list of objects. To be easily -available the objects must be linked together as -strongly as possible, and this is accomplished by the -associated picture.</p> - -<p>Association is one of the fundamental laws of -mental activity, the use of which is absolutely essential -to memory operation. In the pages following -you will notice the application of this same principle, -always using the visual method because of its -unusual strength and accuracy.</p> - -<p>Much has been written on the subject and some -memory courses dwell on it at great length. There -are just two essentials to be always kept in mind:</p> - - - -<p><span class="pagenum"><a name="Page_34" id="Page_34">[Pg 34]</a></span>First, to be able to recall the new fact at will it -must be impressed upon the mind in association with -some familiar knowledge that will be easily recalled.</p> - -<p>Second, the visual picture is the strongest association, -therefore the most lasting and easily remembered -and at the same time it can be used for all -needs.</p> - -<p>This law of association must be used continuously, -without it there can be no accumulation of knowledge -or memory. Its operation is simple and need -not be in the least confusing.</p> - - -<h3>Reminder Pictures</h3> - -<p>A simple use of the visual memory is to make a -picture of the thing which you wish to do, in the -place where you wish to be reminded of doing it, -called Reminder Pictures. This principle can be -applied to errands and to very important ideas. Seeing -the thing you wish to do will form the strongest -possible impression. By seeing this picture in the -place where you wish to be reminded of it, you have -associated it in your mind in connection with the -thing which is to be used to bring it again into your -consciousness.</p> - -<p>The latter half of the picture—the place in which -you wish to be reminded of it—must be familiar, at -the same time a place or object which is going to be -physically visible at the time you want to be reminded -of doing the errand. This principle can most -easily be understood by the use of illustrations which -are actual examples of how others have used the -idea.</p> - -<p><span class="pagenum"><a name="Page_35" id="Page_35">[Pg 35]</a></span></p> - - -<h3>Forming a Health Habit</h3> - -<div class="figright"><img src="images/i_035a.jpg" alt="" /></div> - -<p>Believing in the value of a glass of water taken -before meals one person made a picture of a large -glass of water covering a greater part of the dining -table, and when coming to the table he saw himself -spill the glass of water. It is essential to have two -objects in the picture—one, the thing you wish to -be reminded of doing; and the other, a familiar -scene which you are going to see at the time. In -this case, when the person -sees the table, which is half -of the picture, it brings back -into consciousness the large -glass of water. This reminds -him of drinking the -water before sitting down to -the meal.</p> - -<div class="figright"><img src="images/i_035b.jpg" alt="" /></div> - -<p>A lady had been forgetting -to get a certain rug which had been put away -in a dark closet, and which she feared might be injured -by the moths if it was not taken out and used. -As is often the case in such -circumstances, she thought -of this rug many times, but -always when it was inconvenient -to get it. She made -a picture of the door of the -closet in which the rug was -stored and also of herself -passing this door; the door<span class="pagenum"><a name="Page_36" id="Page_36">[Pg 36]</a></span> -flew open and the rug jumped out into the hall at -her feet. Later, when she was passing, seeing the -closet door it reminded her of the rug and she -stopped, opened the door, took out the rug and thus -attended to the matter which she had been forgetting.</p> - -<p>A business man had been forgetting to telephone -an associate. He made a picture of the desk in his -office, and when he rolled up the top of the desk -the friend jumped out and scared him. This picture -was made in the library of his home in the evening. -Next morning when he saw the desk the rest of the -picture came back to his mind and he took up the -telephone and attended to the matter.</p> - -<p>These pictures may include more than one object, -or even more than one errand. What the average -memory needs is a hint to start it on the right track. -A husband had been asked, when leaving the house, -to order some groceries before going to the train to -meet some friends. He made a picture, of his car -standing where it would be when he was ready to -leave the office, and over the whole car he spread -a large beefsteak, on one end of the steak he saw a -bag of sugar, on the other end he saw a bag of coffee, -then he broke an egg over the whole, for these -were the things which he was to order. When he -came from his office, seeing the car, a part of the -picture, it reminded him of the groceries, and he -easily remembered the things wanted.</p> - - - -<p><span class="pagenum"><a name="Page_37" id="Page_37">[Pg 37]</a></span>Pictures which are exaggerated, have strong -motion, and are unusual or even startling, are best -for this reminder idea. The pictures must be seen -clearly in the mind's eye, and the part of the picture, -which is used as the reminder, must be something -which you will see clearly at the time you wish to do -the thing. The illustrations given are from the actual -experiences of busy men who are using this idea in -their daily life.</p> - -<p>This application of the visual memory can become -invaluable to the child. In cases where the desired -result has not been procured the difficulty, almost -invariably, is a lack of vividness in seeing the place, -person, or thing which is to act as the reminder. It -must be familiar, definite, and clearly visualized. -Practice will improve the results. Make an effort -to see detailed and distinct objects in your pictures -and use the strengthening elements. Here are a few -additional examples of how children have used this -idea. It works.</p> - -<p>A child was sent to the grocery store for four -items, and instead of carrying a list he made a picture -of the counter in the store as his reminder. The -items to be purchased were a sack of Salt, a bottle -of Vinegar, some Fly Paper, and Potatoes. He pictured -the Fly Paper sticking on the edge of the -counter and on it balanced the sack of Salt and the -bottle of Vinegar, then he saw himself throwing the -Potatoes at them.</p> - - - -<p><span class="pagenum"><a name="Page_38" id="Page_38">[Pg 38]</a></span>A picture of this kind will enable the child to remember -a few items without difficulty. The Hitching -Post idea which follows soon will be more accurate -and enable him to extend the list to any length.</p> - -<p>A boy, who often went away to school without -bringing in his wood, made a picture of himself running -out of the door to school, when slipping off the -porch he sailed through the air and landed on the -wood pile. The next morning, when he went out of -the door and across the porch, his picture flashed into -his mind and he stopped and brought in some wood -before leaving.</p> - -<p>A girl had formed the habit of throwing the towel -on the chair instead of hanging it up. She made a -picture of herself throwing down the towel when it -became entangled in her feet and tripped her up as -she walked away, throwing her headlong.</p> - -<p>Reminder pictures of this kind must be visualized -by the child, even if suggested by the parent. Do -this pleasantly and even playfully, being careful not -to arouse the antagonism of the child. If he is stubborn -in the matter you can gain nothing, unless you -secure his co-operation and pleasant interest. To -keep these pictures in mind and to use them at every -opportunity will aid in forming correct habits. Make -them startling and interesting, and when possible, -put real feeling into them. Induce the child to feel -the pain of his fall; feelings give life and power to -visualized pictures.</p> - - - -<p><span class="pagenum"><a name="Page_39" id="Page_39">[Pg 39]</a></span>A boy was told to stop at a neighbor's and deliver -a note for his mother on his way to school. He pictured -the front gate of this neighbor's fence swinging -out and stopping him. He tried to go over the -gate and the more he climbed, the higher it became. -Seeing the gate as he passed on his way to school -reminded him of the note.</p> - -<p>A tablet was needed at school and had been forgotten -several times. A picture of the tablet barring -the door of his home, so that he could not get in, -reminded the boy to go at once to the store and make -the purchase.</p> - -<p>On her way to church a girl was given a message -to deliver to a certain lady, after the service. She -pictured herself trying to get out of the door of the -church, but the lady blocked the way refusing to -allow her to crowd through. When she started out, -seeing the door, which was part of the picture, it -reminded her of the lady, and she delivered her -message.</p> - - -<h3>Beware of Procrastination</h3> - -<p>One of the most subtle foes of a good memory is -procrastination. Like conscience, memory can be -dulled and almost ruined by continual disregard of -its suggestions. Failure to act when reminded ruins -what memory power you have and retards your -progress and further development.</p> - -<p>A Reminder picture will suggest an errand or<span class="pagenum"><a name="Page_40" id="Page_40">[Pg 40]</a></span> -duty one—two—or more times, but there is an ever -increasing lapse of time between each reminder.</p> - -<p>To Procrastinate—to put off doing the thing will -dull the suggestive power of the memory. It will -clutter the mind with undone things which will cause -mental worry. It will weaken the will power.</p> - -<p>To Act—to accomplish the thing at the first suggestion -quickens and improves the suggestive power -of the memory. It clears the mind for new thoughts -and plans. It relieves the nervous strain and increases -and strengthens the volitional power.</p> - -<p>It is the child's memory you wish to improve and -this can only be accomplished by his effort. You -must help, of course, but do not do too much, merely -suggest. Get him to imagine and visualize his own -pictures, it will be better for him to make the effort -than for you to make it for him.</p> - - -<h3>Attention and Memory</h3> - -<p>The subject of Attention and Concentration has -been discussed in the former book, but it will be well -to note their relation to memory and how we are -using them here.</p> - -<p>We have introduced motion into the mind's eye -picture to strengthen its impression; the result comes -from a prolonged period of attention. In the exercises -for cultivating the power of attention we used -the method of change, or motion. It produced prolonged -attention, which results in memory. Exaggeration<span class="pagenum"><a name="Page_41" id="Page_41">[Pg 41]</a></span> -and the unusualness of the imaginary picture -inspires that quality of involuntary attention -which helps to produce concentration.</p> - -<p>The quality of the stimulus to the attention is improved -by introducing anticipation, pleasure, or -their opposites. The clear, vivid, mind's eye picture -creates a greater quantity of attention, and if -the objects are familiar they add to the possibility -of clear visualization.</p> - -<p>The attention should become fixed upon the picture -and this can not be done if they follow too rapidly. -Take time to make the impression and for -best results become as much interested in it as possible. -Every means which results in prolonging or -intensifying the attention improves the scope and -accuracy of the memory faculty.</p> - - -<h3>The Child's Code List</h3> - -<p>For further practice in learning lists of words, by -visualizing the objects, use the one following. These -words are selected to conform to special requirements, -and form a complete code which is to become -of great value later. It should be learned thoroughly -so that each word can be recalled quickly -and in exact sequence. Use this list now in preference -to the previous one, as this one is to be used -in future, and the other will not be. Learn ten at a -time and review them, then take the next ten, joining -them to the last word of the previous ten, thus -making an endless chain of the one hundred words.</p> - -<p><span class="pagenum"><a name="Page_42" id="Page_42">[Pg 42]</a></span></p> - - -<h3>Child's Code List</h3> - -<table border="0" cellpadding="2" cellspacing="2" summary="table"> - -<tr><td>Tie</td><td> Dot</td><td> Net</td><td> Meat</td><td> Heart</td></tr> -<tr><td>Snow</td><td> Town</td><td> Nun</td><td> Moon</td><td> Horn</td></tr> -<tr><td>Home</td><td> Dime</td><td> Enemy</td><td> Mama</td><td> Army</td></tr> -<tr><td>Wire</td><td> Deer</td><td> Nero</td><td> Hammer</td><td> Rower</td></tr> -<tr><td>Wheel</td><td> Towel</td><td> Nail</td><td> Mail</td><td> Roll</td></tr> -<tr><td>Sash</td><td> Dish</td><td> Hinge</td><td> Mush</td><td> Roach</td></tr> -<tr><td>Egg</td><td> Duck</td><td> Ink</td><td> Mike</td><td> Rock</td></tr> -<tr><td>Ivy</td><td> Taffy</td><td> Knife</td><td> Movie</td><td> Roof</td></tr> -<tr><td>Whip</td><td> Tub</td><td> Knob</td><td> Mop</td><td> Robe</td></tr> -<tr><td>Toes</td><td> Nose</td><td> Mouse</td><td> Rose</td><td> Lasso</td></tr> -<tr><td> </td></tr> -<tr><td>Lady</td><td> Shed</td><td> Kite</td><td> Foot</td><td> Bath</td></tr> -<tr><td>Lion</td><td> Ocean</td><td> Cane</td><td> Vine</td><td> Pony</td></tr> -<tr><td>Limb</td><td> Jam</td><td> Gum</td><td> Foam</td><td> Bomb</td></tr> -<tr><td>Lair</td><td> Chair</td><td> Car</td><td> Fur</td><td> Bear</td></tr> -<tr><td>Lily</td><td> Jail</td><td> Glue</td><td> Veil</td><td> Pail</td></tr> -<tr><td>Ledge</td><td> Judge</td><td> Cage</td><td> Fish</td><td> Beach</td></tr> -<tr><td>Log</td><td> Chalk</td><td> Cook</td><td> Fig</td><td> Book</td></tr> -<tr><td>Wolf</td><td> Chief</td><td> Coffee</td><td> Fife</td><td> Beehive</td></tr> -<tr><td>Lap</td><td> Ship</td><td> Cap</td><td> Fob</td><td> Papa</td></tr> -<tr><td>Ashes</td><td> Goose</td><td> Office</td><td> Puss</td><td> Daisies</td></tr> -</table> - - -<h3>The Game of Code</h3> - -<p>A game to develop accuracy and rapidity in the -use of the words of this Code List. Cut one hundred -cards about two by three inches, or the size of game -cards. On one side of each print a word of the -Code list.</p> - -<p>Shuffle the cards, deal ten to each player and let -the balance become a draw pile. The one to the -right of the dealer plays into the center of the table -any card which is the first of a series of ten Code<span class="pagenum"><a name="Page_43" id="Page_43">[Pg 43]</a></span> -words as printed in the lists above, for example—Tie, -Dot, Net, Meat, Heart, Lady, Shed, Kite, Foot, -Bath. All first cards as named must be played first, -then the cards containing words which follow consecutively -in the list must follow. All cards held by -the player which can be played on any series started -on the table must be played in their proper turn, -including those in the played reserve piles.</p> - -<p>If a card is played out of its proper sequence the -first one noticing the mistake calls "Code" and shall -be entitled to give a card from his hand into that of -the player, who must correct the error and cease -playing.</p> - -<p>When a player has completed his turn, has played -all possible cards, or has been stopped, he will place -one card face up on the table in front of him as a reserve -pile. Each player is entitled to six reserve -piles, each lying face up and side by side. When a -player cannot make at least one play, he shall draw -into his hand from the draw pile until he can play or -until the draw pile is exhausted. Each plays in turn -until some player has played all the cards from his -hand, which entitles him to the game. Any player -who completes a series of Code words, puts on the -last word of the series of ten, takes away the set -and these can be shuffled and added to the draw -pile if necessary.</p> - -<p>The winner is entitled to one point for each card -left in the hands and reserve piles of the other players.<span class="pagenum"><a name="Page_44" id="Page_44">[Pg 44]</a></span> -The score of the game can be set at any point -above 200, and the first reaching this takes the set.</p> - - -<h3>Remembering Errands</h3> - -<div class="figleft"><img src="images/i_044.jpg" alt="" /></div> - -<p>After the child has become familiar with the Code -List he will be able to use the words in a very practical -way in remembering errands and lists of groceries, -etc. The objects of the list can easily be recalled -in exact sequence, and can now become -Mental Hitching Posts to which any errand or runaway -idea may be safely hitched for future usefulness. -The thing to be remembered can be pictured -with the object of the Code list and when wanted it -is simply necessary to recall the word of the Code -list and it will in turn recall the thing visualized -with it.</p> - - - -<p>Let us take a practical example. You are sending -the child to the grocery store with an order. The -first item is a loaf of Bread. Have him picture this -with the first word of the -Code list, Tie. Take the Tie -and bind the loaf of Bread -with it, tying a huge bow -with the ends moving in the -wind. See this picture clearly, -the color of the tie and -the shape and details of the -loaf of Bread. Of course the -Child is to make his own picture wherever possible.<span class="pagenum"><a name="Page_45" id="Page_45">[Pg 45]</a></span> -A boy would probably use one end of the tie around -the loaf and swing the other over his shoulder.</p> - -<p>The second item is a package of Matches. See the -box lying on the Snow, which is the second word of -the Code. Let the box be open and some of the -Matches burning, see the black ends of the Matches -in contrast with the white -snow.</p> - -<div class="figright"><img src="images/i_045.jpg" alt="" /></div> - -<p>The third item is a box of -Raisins. The third code -word is Home. See the box -open and the Raisins spilling -all over the Home.</p> - -<p>The next item is Potatoes -and the code word Wire. -Have him imagine a sharpened -wire on which he is stringing the Potatoes.</p> - -<p>The next item is a glass of Jelly and the next code -word Wheel. See the large Wheel run over the -jelly and break the glass.</p> - -<p>The next item is Flour and the code word Sash. -Drop some Flour over a new red Sash.</p> - -<p>The seventh item is Coffee and the seventh code -word is Egg. Break the Egg and spill it all over the -Coffee.</p> - -<p>The eighth item is Butter and the code word ivy. -Hang the Butter on the Ivy and see it swinging there.</p> - -<p>The ninth item is Soap and the ninth code word is -Whip. Stand the soap on end and strike it with the -Whip—see the lash wind around the Soap.</p> - - - -<p><span class="pagenum"><a name="Page_46" id="Page_46">[Pg 46]</a></span>The tenth item is a can of Corn and the code word -is Toes. Let the boy imagine himself balancing a -can of Corn on his Toes.</p> - - -<h3>The Visual Result</h3> - -<p>A picture of what is now in the mind should show a -systematic filing of ten grocery items, each hitched -by picture to one of the familiar Hitching Posts. The -pictures may be somewhat like the following:</p> - - -<div class="figcenter"><img src="images/i_046.jpg" alt="" /></div> - - -<p><span class="pagenum"><a name="Page_47" id="Page_47">[Pg 47]</a></span>Have the child run over the code words and tell -the item that he sees pictured with each. If the items -are recalled once that is all the review necessary if -they are to be used in the same day the pictures are -made. He will be able to go to the store any time -that day and by recalling each word in its proper -order will recall the ten items just as they were pictured.</p> - - -<h3>Another Practical Application</h3> - -<p>The same method can be used to fix in mind a list -of errands which are to be done at different stores -and at different times. It is simply necessary to hitch -the errand to the Hitching Posts by picture and then -recall the Hitching Posts in order, each will remind -you of the errand visualized with it.</p> - -<p>For practice, have the child begin with the second -series of code words and picture the following -errands with them. Review them once and after a -few hours see how many he can recall.</p> - - -<h3>Errands for Practice</h3> - -<blockquote> -<p>Dot—Buy some stamps.</p> - -<p>Town—Get toilet soap.</p> - -<p>Dime—Buy fish.</p> - -<p>Deer—Go to the Hardware store.</p> - -<p>Towel—Have shoes repaired.</p> - -<p>Dish—Get a spool of thread.</p> - -<p>Duck—Get some meat.</p> - -<p>Taffy—Get a Victrola record.</p> - -<p>Tub—Stop at the jewelry store.</p> - -<p>Nose—Buy some writing paper.</p> -</blockquote> - -<p><span class="pagenum"><a name="Page_48" id="Page_48">[Pg 48]</a></span></p> - - -<h3>Always Be Systematic</h3> - -<p>The best results will be attained from using one -list for groceries and another for general errands. -Always start with the first word of a series of ten as -printed in the code list. Never skip around. Any -picture will answer if it is clearly visualized and the -attention fixed upon it for a moment.</p> - -<p>Review the list once to be sure that the child has -made and visualized a definite picture. One review -is sufficient to be able to recall the items accurately -in the next twenty-four hours.</p> - - -<h3>Applications Are Limitless</h3> - -<p>The principle involved here is one which will apply -to any need of adult, as well as child, life. Whenever -there is a need for remembering a list or series -of any kind the mental Hitching Posts can be relied -upon to accomplish the result, if the method is properly -applied. Business men are using this idea every -day of their lives and working more efficiently because -of time saved and increased accuracy. Use -this yourself and see to it that your children form -the habit.</p> - - -<h3>Important Points to be Followed</h3> - -<p>For best results in using this idea:</p> - -<p>Always use the same series of code words for the -same purpose, do not change lists from day to day.</p> - -<p>Be systematic, always file the first item or errand -with the first object of the series you are using; do -not skip around.</p> - - - -<p><span class="pagenum"><a name="Page_49" id="Page_49">[Pg 49]</a></span>Any Hitching Post will carry any impression -which you wish to place there. Your mind only -needs a hint to start it right.</p> - -<p>Be sure and photograph the picture which your -imagination constructs. You will not remember it -unless you see it.</p> - -<p>Review once for safety. If you are filing a list of -items or errands then review each picture and be -sure you can recall it accurately before going on to -the next.</p> - -<p>To file permanent information which you wish to -retain and use occasionally it is necessary to review -your picture several times and to concentrate upon -it longer to strengthen the impression.</p> - -<p>For temporary purposes, such as lists, errands, or -things you wish to recall once and then discard, do -not review but once.</p> - -<p>The difference between temporary and permanent -information is in the amount of review. Every repetition -of your visual association deepens the impression.</p> - -<p>Start your new lists always with a new series of -code words even though you have not used all of the -previous list. Begin always with Tie, Dot, Net, -Meat, Heart, or Lady, etc.</p> - -<p>To forget, refuse to allow that with which you -have finished to re-enter your mind. Do not recall -the old pictures, even for an experiment, let them -fade away after they have served their purpose.</p> - -<p><span class="pagenum"><a name="Page_50" id="Page_50">[Pg 50]</a></span></p> - - -<h3>Value of Forgetting</h3> - -<p>The reason that you find it impossible to forget -certain incidents and circumstances of life is that -you have allowed your mind to go over and over -these incidents and thus to make the impression upon -the brain so deep that it has become a lasting one. -Each review deepens the impressions and makes -them more and more indelible. For filing information -permanently in the mind this is the proper process. -For all temporary purposes, simply make the -visual impression: review it to see that it is properly -filed, recall it when you wish to use it and then refuse -to review or again to see the picture.</p> - -<p>To forget means to get-for. You must get some -other thought or picture into your mind in place of -it. Do not waste time trying to force thoughts or -pictures from your mind. Get some other picture or -thought in its place as quickly as possible.</p> - - -<h3>Alphabetical Hitching Posts</h3> - -<p>The list of code words given here is not the only -thing which can be used for this idea. The only -essential is a series of easily pictured objects which -can be recalled quickly, with little effort, and in accurate -sequence. There is however an additional -reason why these particular words of the Child's -Code List are better adapted to this purpose than -any others. This reason you will fully understand -later in this book.</p> - - - -<p><span class="pagenum"><a name="Page_51" id="Page_51">[Pg 51]</a></span>For the use of children and adults who are not -familiar with the Code list it is simple and practical -to use the A, B, C's as Hitching Posts. In this case -it is simply necessary to have an easily visualized -object beginning with the letter of the alphabet, so -that, for example, the letter A will without hesitation -bring to mind the object Ant, which can be pictured -with the errand. For the majority of children -it is not practical to visualize the letter A with the -errand, but the Ant can be easily used by all.</p> - -<p>Following is a list of suitable objects to represent -the letters of the alphabet. It will be good practice -to learn them all, though you may only use the first -few.</p> - - -<h3>Alphabetical Hitching Posts</h3> - -<table border="0" cellpadding="2" cellspacing="2" summary="table"> - -<tr><td>Ant</td><td> Hand</td><td> Owl</td><td> Vine</td></tr> -<tr><td>Bee</td><td> Ink</td><td> Pig</td><td> Wolf</td></tr> -<tr><td>Cannon</td><td> Jockey</td><td> Quilt</td><td> X-Ray</td></tr> -<tr><td>Door</td><td> Kettle</td><td> Rat</td><td> Y. M. C. A.</td></tr> -<tr><td>Engine</td><td> Lamb</td><td> Snow</td><td> Zebra</td></tr> -<tr><td>Fire</td><td> Monkey</td><td> Tea</td></tr> -<tr><td>Goose</td><td> Nun</td><td> U-Boat</td></tr> -</table> - - -<h3>Filing Abstract Ideas</h3> - -<p>Everything which you wish to remember does not -take form in a definite object which can be visualized -and often presents a more difficult problem. Fortunately -the mind only requires a hint or suggestion -to start the Law of Association into operation which -will bring the thought not in itself easily pictured.<span class="pagenum"><a name="Page_52" id="Page_52">[Pg 52]</a></span> -As the child progresses his imagination will find -many original ways in which to create Reminder -Pictures to aid him in remembering abstract ideas. -This ability will not come except by practice and -effort; if he is allowed to consider the remembering -of abstract ideas an obstacle to success it will -be so; but if he tries to master these he will find it -is not difficult to create a picture which will remind -him of what he wishes to remember.</p> - - -<h3>Reminder Pictures</h3> - -<p>It is of course more difficult to construct a picture -for an abstract thought or word than for a simple -object, but it can be done, and becomes easier with -each effort. In some cases it may require an elaborate -picture to remind you of a single word. Note -the following abstract words and example of how a -reminder picture aided in recalling them.</p> - -<blockquote> -<p> -Contest—A footrace.<br /> -Noisy—Boys pounding tin pans.<br /> -Stuck—An auto stuck in the mud.<br /> -Melancholy—A watermelon and a collie dog.<br /> -Success—See a well known successful man.<br /> -Financial—A pile of money in a bank.<br /> -Secrecy—Two people whispering together.<br /> -Contrary—A mule refusing to move.<br /> -Immovable—An Egyptian Pyramid.<br /> -</p></blockquote> - - -<p><span class="pagenum"><a name="Page_53" id="Page_53">[Pg 53]</a></span>Christianity may be represented by a cross; cold -by a piece of ice; heat by a fire; light by a lamp; -love by a heart; pride by a peacock; spring-time -by green grass and budding trees.</p> - -<p>You are familiar with the old man with the sickle -and forelock used to represent Time; the maiden -with the balance and sword representing Justice; -and the little scantily clad fellow who represents -the New Year. These are examples of successfully -used reminder pictures.</p> - - -<h3>Thought the Desired Result</h3> - -<p>In some cases you may not succeed in constructing -a definite picture for the thing which you wish to -remember. Memory is brought about by interested -attention and concentration. In cases where the -visualization proves to be difficult or even impossible, -you will experience the fact that the effort -made to form the picture has produced sufficient -concentration to help wonderfully in the problem -of remembering.</p> - - -<h3>Thinking by Pictures</h3> - -<p>If you have never given it thought it will surprise -you to notice how much of our thinking is in picture -form. The architect sees the completed building, -sees it in detail and puts this creation of his -brain on paper to guide the builder in reproducing -it. The engineer sees the completed bridge spanning -the chasm before a workman has turned a hand -to rear it. All successful captains of industry think<span class="pagenum"><a name="Page_54" id="Page_54">[Pg 54]</a></span> -largely in pictures. Children do so naturally and -lose the ability by lack of use and substitution of -the "more modern methods," some of which are -most detrimental. See to it that your children appreciate -the value of visualization, that they use -it continuously in their thinking and study.</p> - - -<h3>Uses of Hitching Posts</h3> - -<p>This picturing your errands with code words is a -principle of mental operation the uses of which are -almost limitless. It will be profitable to note how -business men apply it in their business.</p> - -<p>A physician lists his calls and the appointments -he has made.</p> - -<p>A factory manager hitches up the many instructions -he wishes to give during the day.</p> - -<p>A lawyer uses six words for the six days of the -week and hitches up his court appointments.</p> - -<p>A salesman makes a list of his calls, arranges -them in the best order, and fixes one with each word -of the list.</p> - -<p>A groceryman uses it for remembering the things -he needs to buy for his stock.</p> - -<p>A real estate man lists some of the places he has -for sale to be able to talk about them when away -from his office.</p> - -<p>A salesman lists his selling points systematically -and does not leave out any important ones.</p> - -<p>Anecdotes and stories can be listed and easily -recalled when wanted.</p> - - -<p><span class="pagenum"><a name="Page_55" id="Page_55">[Pg 55]</a></span>Points of a sermon or lecture can be quickly pictured -with definite words and recalled later.</p> - - -<h3>Speaking Without Notes</h3> - -<p>One of the most valuable applications of the -"Hitching Post Idea" is its use for fixing in mind the -points of a talk, sermon or lecture. Most of the -nervousness of talking in public is caused by the -fear of forgetting. It is doubt of your ability to recall -the points you wish to talk about. This is easily -overcome by the use of your Hitching Posts. If you -wish to make five points in a talk, make a picture -to remind you of each point and hitch them in turn -to the first five words of a list. Review the picture -a couple of times, be sure that you can recall them -easily; before you are to speak, review them again.</p> - -<p>When you are called upon, see the first word of -your list and with it you will see a picture which -will remind you of the first point you wish to make. -The picture made with the next word of your list -will suggest your next point, when you are ready -for it. There is no limit; use as many words of the -list as you have different points in your speech. -When you have used this idea once you will never -do without it; you will remember all the points of -your talk and you will use them in the order you -intended. Hundreds, who have never spoken in -public without notes, are now doing so by the use -of this method. Others, who have been able to -speak without notes have been troubled by getting -the points out of order or after sitting down have<span class="pagenum"><a name="Page_56" id="Page_56">[Pg 56]</a></span> -realized that they have omitted an important one. -With this idea you can entirely overcome such a -difficulty.</p> - - -<h3>Originality and Effort</h3> - -<p>Help the child to cultivate the habit of originality -and not to be afraid of trying new ideas. Do not -always suggest a picture, let him work and create -one for himself.</p> - -<blockquote> - -<p><b>Effort is the price of increased mental power—the -result will be secured in no other way.</b></p></blockquote> - -<p>Make lists of groceries, errands, etc., for the child -to practice with. If he has no need of using the -Hitching Posts now, deliberately make the need, so -that he can form this valuable habit.</p> - - -<h3>The Mind's Eye and the Story</h3> - -<p>An excellent time for the development of the child -is "story time." Have him use his imagination and -make mind's eye pictures while you are reading -stories. The story book naturally becomes a picture -book in the child's mind. When you are reading a -story, stop occasionally and have him form his own -picture of it. You will find that he can easily see -little Red Riding Hood going down the road to her -grandmother's house. Encourage this habit of mental -picturing of all stories and rhymes read to the -child.</p> - - - -<p><span class="pagenum"><a name="Page_57" id="Page_57">[Pg 57]</a></span>This is a natural mental operation but the lack of -knowledge of its importance and consequently the -failure to continue it after we have learned to read -is one of the great causes of our forgetting what we -read so easily. If you will see to it that your child -visualizes what you read to him, and as he learns -to read for himself stops occasionally to picture -what he has read, he will develop a wonderful memory -along this line. He will study easily, retain accurately -and make more progress with less effort -than any child who does not visualize and is forced -to depend upon repetition.</p> - - -<h3>The Game of Story Telling</h3> - -<p>Read a story from the child's story book; have -him make pictures of the story as you read; when -you have finished, let him tell the story from his -Mind's Eye picture, and see how completely he can -retell it. If points are omitted, call the child's attention -to them and help him to include them in -his picture. When several children are together -have one retell the story and the others add what -they can to it. See to it that the retelling is from -visual pictures. This is excellent training for future -school work.</p> - - -<h3>Two Results of Visualization</h3> - -<p>Beside the memory value of visual impressions of -the story there is another important result. You -cannot visualize the thing that you do not understand. -If you do know about it you can see it clearly.</p> - - - -<p><span class="pagenum"><a name="Page_58" id="Page_58">[Pg 58]</a></span>If the child has difficulty in picturing what you -have been reading it may be because he does not -understand it. Here is your opportunity to explain -and add to his definite knowledge. Visualization -results in increased understanding and in a greater -ability to remember. These are the important results -sought in study and the formation of this habit -in your children will pay wonderful dividends in -their education.</p> - - -<h3>Learning Poetry and Prose</h3> - -<p>The value of the mind's eye picture will be much -appreciated when the child comes to learning verbatim. -Every author has a picture in mind which -he describes in words. He attempts to make the -word description so clear that those who read will -also see the picture.</p> - -<p>Children who have not yet learned to read will -naturally form pictures in their minds as you read -the story. When you wish to have the child learn -the story or poem, the mind's eye picture will be of -the greatest aid. Practice with some of the examples -following; make clear pictures and review -them several times; aid the child in understanding -the words that he finds are difficult.</p> - -<p>Note the pictures described by the authors in the -following poems and prose selections.</p> - -<p><span class="pagenum"><a name="Page_59" id="Page_59">[Pg 59]</a></span></p> - - -<h3>The Land of Story Books</h3> -<blockquote> -<div class="poetry"> -<div class="stanza"> - -<div class="verse">At evening when the lamp is lit,</div> -<div class="verse">Around the fire my parents sit;</div> -<div class="verse">They sit at home and talk and sing,</div> -<div class="verse">And do not play at any thing.</div> -</div> -<div class="stanza"> -<div class="verse">Now with my little gun I crawl,</div> -<div class="verse">All in the dark, along the wall,</div> -<div class="verse">And follow round the forest track</div> -<div class="verse">Away behind the sofa back.</div> -</div> -<div class="stanza"> -<div class="verse">There in the night, where none can spy,</div> -<div class="verse">All in my hunter's camp I lie,</div> -<div class="verse">And play at books that I have read,</div> -<div class="verse">Till it is time to go to bed.</div> -</div> - -<p class="aligned-text"><span class="indent">* * * * *</span></p> - -<div class="stanza"> -<div class="verse">So, when my nurse comes in for me,</div> -<div class="verse">Home I return across the sea,</div> -<div class="verse">And go to bed with backward looks</div> -<div class="verse">At my dear land of story books.</div> -</div> -<div class="indent5">—Robert Louis Stevenson.</div> -</div> -</blockquote> - -<h3>The Hare and the Tortoise</h3> - -<p>A hare boasted loudly to a tortoise of her speed -in running, at the same time giving him a look of -scorn because of his slowness.</p> - -<p>"Let us have a race," answered the tortoise. "I -will run with you five miles, and the fox over yonder -shall be the judge."</p> - - - -<p><span class="pagenum"><a name="Page_60" id="Page_60">[Pg 60]</a></span>The hare with a scornful smile agreed, and away -they started together.</p> - -<p>Soon the hare left the tortoise far behind, and -feeling a little tired, lay down on a tuft of grass -that grew by the way. "If that slow-coach passes, -I shall see him and easily catch up with him again," -she said to herself, and fell asleep.</p> - -<p>In the meantime the tortoise plodded on, slowly -but surely. After a time, he passed the hare, who, -sure of reaching the goal first, still slept, and who -awoke only to find the tortoise had reached it before -her.</p> - - -<h3>Somebody's Mother</h3> - -<p class="center">(From Harper's Weekly—Author Unknown)</p> - -<blockquote> -<div class="poetry"> -<div class="stanza"> - -<div class="verse">The woman was old, and ragged and gray,</div> -<div class="verse indent2">And bent with the chill of the winter's day.</div> -<div class="verse">The street was wet with the recent snow,</div> -<div class="verse indent2">And the woman's feet were aged and slow.</div> -</div> -<div class="stanza"> -<div class="verse">She stood at the crossing and waited long</div> -<div class="verse indent2">Alone, uncared for, amid the throng</div> -<div class="verse">Of human beings who passed her by,</div> -<div class="verse indent2">Nor heeded the glance of her anxious eye.</div> -</div> -<div class="stanza"> -<div class="verse">Down the street with laughter and shout,</div> -<div class="verse indent2">Glad in the freedom of "School let out,"</div> -<div class="verse">Came the boys like a flock of sheep,</div> -<div class="verse indent2">Hailing the snow piled white and deep.</div> -</div> -<div class="stanza"> -<div class="verse">Passed the woman so old and gray,<span class="pagenum"><a name="Page_61" id="Page_61">[Pg 61]</a></span></div> -<div class="verse indent2">Hastened the children on their way,</div> -<div class="verse">Nor offered a helping hand to her,</div> -<div class="verse indent2">So meek, so timid; afraid to stir,</div> -<div class="verse">Lest the carriage wheels or the horses' feet</div> -<div class="verse indent2">Should crowd her down in the slippery street.</div> -</div> -<div class="stanza"> -<div class="verse">At last came one of the merry troop,</div> -<div class="verse indent2">The gayest laddie of all the group;</div> -<div class="verse">He paused beside her and whispered low,</div> -<div class="verse indent2">"I'll help you across if you wish to go."</div> -</div> - -<p class="aligned-text"><span class="indent">* * * * *</span></p> - -<div class="stanza"> -<div class="verse">And "Somebody's Mother" bowed her head,</div> -<div class="verse indent2">In her home that night, and the prayer she said,</div> -<div class="verse">Was, "God be kind to the noble boy,</div> -<div class="verse indent2">Who is somebody's son and pride and joy."</div> -</div> -</div> -</blockquote> - -<p>These examples will serve to show the attempt of -the author to paint a picture with words, just as -does an artist with paint. Have the child make his -own picture and repeat the story as fully as possible. -Older children should learn them so as to repeat -them verbatim. In the next book on—How to Study -and Remember—this subject will be taken up more -fully.</p> - - -<h3>To Preserve Early Memories</h3> - -<p>We sometimes doubt when people tell us of things -which happen when they were five years old. Children -that are eight or nine can often tell of things -that took place when they were two or three. Almost<span class="pagenum"><a name="Page_62" id="Page_62">[Pg 62]</a></span> -without exception you will find that these -memories are eye impressions—pictures. Have the -child review those which you wish him to retain -and he will preserve the memory of them.</p> - -<p>It is often the case that children have advantages -of travel and see many things that older people -have not. Many of these advantages, however, are -wasted because the child does not review these interesting -things which he has seen. Children are -seldom interested in remembering. Parents should -preserve the child's memory of important sights and -circumstances by asking him to carefully revisualize -the scene—to see it again in the mind's eye. -Thus can the impression be deepened and the child's -memory and appreciation of the thing be made to -continue throughout his life.</p> - -<p>Especially all unusual scenes which he may not -have the opportunity of seeing again for a long time -should be visually reviewed a couple of times during -the first week and a number of times during the -following month. Two children had been camping -in the north, where they one evening saw a particularly -brilliant display of Northern Lights. A few -months after this the children were asked, "What -are the Northern Lights? What do they look like?" -The younger one had forgotten, but the older one -could describe them. When the two had thoroughly -reviewed the picture they had re-impressed it upon -their minds. By doing this a few times the children -were able to permanently retain this memory.</p> - -<hr class="chap" /> - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_63" id="Page_63">[Pg 63]</a></span> -<h2 class="nobreak">HOW TO REMEMBER FIGURES</h2></div> - - -<p>A child soon comes to the necessity of remembering -numbers. With some this is not difficult for they -possess unusual powers of visualization and can see -the numbers clearly in their mind's eye and thus -recall them with ease. There are many examples -of men and women who have this visual memory for -figures. On the other hand only a very small proportion -can do this.</p> - -<p>It is a common failing among children, as well as -adults, to be unable to remember numbers easily. -The reason is simple. Numbers have no meaning, -they convey no impression to the mind which can -be retained.</p> - -<p>Words convey the picture of objects, thoughts and -actions which you can visualize. Numbers are cold, -inanimate things which have no life nor interest, -they do not present a picture and are not easily retained.</p> - -<blockquote> - -<p><b>Things that have no meaning are difficult to -remember.</b></p></blockquote> - - - -<p><span class="pagenum"><a name="Page_64" id="Page_64">[Pg 64]</a></span>The simple transference of the meaningless number -into something of interest and within the child's -knowledge and experience will be helpful. He will -remember 15 apples easier than just the number 15. -Numbers are easily dealt with when they become -objects. You teach the child to add and subtract -by the counting board, or by using a group of objects. -Fractions are most easily explained by cutting -an apple, or something which we can see.</p> - -<p>A man had received a new auto license number -and wondered how he could remember it, 218515. -He knew the easiest way was to make it mean something. -He thought that 21 was the age when a -young man reaches his majority. If he lives to be -85 he will be an old man, and he might be entirely -destitute but for the 15c. So he had the figures -21-85-15. After that he had no difficulty in recalling -this number at any time.</p> - -<p>Be original and make the figures mean something.</p> - - -<h3>Familiar Numbers Helpful</h3> - -<p>Any number which has come to mean something -to you is easily recalled and may be helpful in remembering -other numbers. As 1492, the date of -the discovery of America by Columbus. 57 immediately -recalls "Heinz 57 varieties" and if you wish -to remember 59 you can easily associate it as being -two more than the 57. 1775 means something to -you, it conveys a definite thought, but it is more -likely that 1947 does not and will be quickly forgotten.</p> - - - -<p><span class="pagenum"><a name="Page_65" id="Page_65">[Pg 65]</a></span>If you have lived in a house with the number 1947 -for a good while you will remember it as easily as -the number 1775.</p> - - -<h3>Analyze Numbers</h3> - -<p>There are many helpful ideas which can be used -to aid in remembering numbers. To divide the number -into pairs of digits, keeping them below one -hundred, is helpful. It is easier to remember 14-67 -than 1,467.</p> - -<p>Even numbers which are familiar to us are easily -remembered as 10, 20, 30, 40, or 100, 200, 300, or -1000, 5000, 10,000. To compare other numbers -with these familiar groups will help, as 29 is one -less than 30, 996 is just four less than 1000.</p> - -<p>Numbers having sequence of digits if noted carefully -will be recalled accurately, as 1357 or 2468.</p> - -<p>The telephone number 2430 is easily remembered -because of the even numbers, 24 and 30. Also -2+4=6 and 24+6=30.</p> - -<p>Sometimes the first digits added together make -the other, as the license number 1247, the first three -added make the fourth.</p> - -<p>All these ideas are at times helpful, but we need a -method which can be used any time, by any one, for -any figures. This need is adequately met by the -Number Code following. It is not new, but supposed -to have originated among the Romans and has -been used by almost every generation since that -time. You find it easy to impress upon the brain<span class="pagenum"><a name="Page_66" id="Page_66">[Pg 66]</a></span> -any thing which has a meaning and which can be -visualized.</p> - -<p>Figures carry with them no associations, no images. -It becomes necessary, therefore, to devise -some means by which they may be photographed -upon the brain in such a manner that they will mean -something, as definitely as a word represents an -object.</p> - - -<h3>The Number Code</h3> - -<p>The simplest and most practical basis which can -be selected is the idea of choosing a SOUND to represent -each one of the ten digits. These sounds can -in turn be indicated by various consonants of the -alphabet. By combining the ten digits we are able -to make all figures, and by similarly combining the -SOUNDS we can easily convert the figures which -we wish to remember into words. The words will -represent objects and can easily be impressed upon -the brain. Your use of this idea is based upon your -becoming thoroughly familiar with the ten SOUNDS -representing the ten digits.</p> - -<p>By combining these sounds corresponding to the -arrangement of the digits, words can be formed to -represent the figure. The word can be remembered. -It has a meaning. It can be visualized and recalled, -then easily translated into the corresponding digits.</p> - -<p>Here are the ten digits and their corresponding -SOUNDS. The sounds are indicated by the letters. -Use the sound as spoken in the word, as "T" in -"Ten." The sound used is always the same as in<span class="pagenum"><a name="Page_67" id="Page_67">[Pg 67]</a></span> -the spoken word, but not as a single letter. Not the -sound "en" as a letter, but the sound of "N" in -"Nell." Note this difference; it is important. Following -is the Number Code:</p> - -<div class="figcenter"><img src="images/i_067.jpg" alt="" /></div> - -<p>Note carefully this cut in which the digit and letter -used to represent the sound is made into a combined -figure. This places the digit and the corresponding -sound into your mind together. The picture -of the combination should be impressed by -concentration. Look at the digit letter and then -close your eyes and see the same picture in your -mind's eye. Exaggerate them. Take a pencil and -paper and draw them for yourself. Note that the -second letter N if stood on its side is 2, in the picture -it is half way, which will suggest both to your mind. -The M and 3 are the same. Become familiar with -these so that there is no possibility of hesitation in -recalling the SOUND for each digit.</p> - -<p>The T and 1 are simple. The 2 and N and the 3 -and M have been explained. The 6 turned to the -left makes a J. The K for 7 is made of two 7s back -to back, one leaning against the other. The P for -9 is turned as the 6 and J. Dwell a moment on this -picture and you will know the Code.</p> - - - -<p><span class="pagenum"><a name="Page_68" id="Page_68">[Pg 68]</a></span>There are other associations which will help to -fix the digits and their corresponding sounds in mind.</p> - -<p>T is selected for 1 because both are made with -one down stroke. One down stroke with a short -cross stroke makes the T.</p> - -<p>N, for 2 is the same, two down strokes make the N.</p> - -<p>M represents the 3 and there are three down -strokes in the written M.</p> - -<p>R is the last letter and principal sound in the word -fouR, which has four letters.</p> - -<p>L is the Roman numeral representing 50, similar -to 5.</p> - -<p>F selected for 8 has the two loops, when written.</p> - -<p>C is the first letter and sound of the word Cipher.</p> - - -<h3>Acquaint Yourself With the Code</h3> - -<p>Work entirely by SOUND, remember it is the -sound M in the word Make that has the value of 3, -and if not <b>sounded</b> would have no value. Become -familiar with these ten digit sounds so that when -you see a digit you can immediately recall the sound. -Then practice sounding words and telling the number -value of each SOUND in the word. Pay no attention -to the letters; only the sounds have value.</p> - -<p>The ten sounds alone will not form words, but will -by adding the vowels A, E, I, O, U. The vowels -have no figure value and can be used at any time -and in any manner desired without altering the -number value of the word. In the same manner we<span class="pagenum"><a name="Page_69" id="Page_69">[Pg 69]</a></span> -use the consonants W, H and Y. These have no -figure value and with the vowels may be used to -bind the digit sounds into words.</p> - - -<h3>A, E, I, O, U and W, H, Y Are Valueless</h3> - -<p>For practice translate the following numerals into -their corresponding sounds.</p> - -<p>1 2 3 4 5 6 7 8 9 0 3 6 5 8 3 2 8 0 5 3 6 8 7 4 2 8 5 1 7.</p> - -<p>In the same manner translate the following letters -into their corresponding digit value. Remember the -vowels and W, H, Y have no figure value.</p> - -<p>T N M R L J F P C E F H R K Y F R N L Y F W -K N R T E O K L A Y E R P M U N P L T H F Y E -R O M I N K O U N L P T R N W M F.</p> - -<p>Keep up this practice with both digits and letters -until you can translate each without hesitation.</p> - - -<h3>Forming Number Words</h3> - -<p>It is a simple matter to form a word for a figure -by selecting the sounds which represent the digits -and fill in vowels until the word is found.</p> - -<p>14 is represented by the sounds T-R. Between the -consonants T and R run the vowels a, e, i, o, u. Do -this by sound and the result is TaR, TeaR, TiRe, -ToR (tore), TuR (tour). In this way you have three -or four words which will represent the number 14.</p> - -<p>15 can be converted into TaiL, TiLe, TeLl, or -TooL.</p> - -<p>41 into the words RaT, RaTe, wRiTe, RooT, RuT.</p> - -<p>91 into the words PaT, PeT, PiT, PoT, PuT.</p> - - - -<p><span class="pagenum"><a name="Page_70" id="Page_70">[Pg 70]</a></span>Make yourself thoroughly familiar with the Number -Code. Master the ten digit sounds and you have -the foundation with which to work. This is not a -difficult problem. Children learn without difficulty -the 26 letters of the alphabet and their many combinations. -In this case there are but ten to be mastered -and many combinations to choose from. A -little practice will work wonders in the ability to -use this Code. Change the following words into -their figure value:</p> - -<table border="0" cellpadding="2" cellspacing="2" summary="table"> - -<tr><td>PaN................</td><td> JaR................</td><td> NoTe...............</td></tr> -<tr><td>RaiN...............</td><td> CoaL...............</td><td> TaN................</td></tr> -<tr><td>KiTe...............</td><td> PiLe...............</td><td> MoP................</td></tr> -<tr><td>RaKe...............</td><td> PoP................</td><td> JaiL...............</td></tr> -<tr><td>LaP................</td><td> TaNK...............</td><td> PaiL...............</td></tr> -<tr><td>LeTTeR.............</td><td> PiNK...............</td><td> PeaR...............</td></tr> -</table> - -<p>Note the following translation of numbers into -words. Do the last sets yourself, make others for -practice in this idea:</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td class="right">38</td><td class="right"> M F</td><td> MuFf.</td></tr> -<tr><td class="right">92</td><td class="right"> P N</td><td> PaN.</td></tr> -<tr><td class="right">63</td><td class="right"> J M</td><td> JaM.</td></tr> -<tr><td class="right">142</td><td class="right"> T R N</td><td> TuRN.</td></tr> -<tr><td class="right">315</td><td class="right"> M T L</td><td> ............</td></tr> -<tr><td class="right">415</td><td class="right"> ............</td><td> ............</td></tr> -<tr><td class="right">912</td><td class="right"> ............</td><td> ............</td></tr> -<tr><td class="right">951</td><td class="right"> ............</td><td> ............</td></tr> -<tr><td class="right">421</td><td class="right"> ............</td><td> ............</td></tr> -</table> - - - -<p><span class="pagenum"><a name="Page_71" id="Page_71">[Pg 71]</a></span>Add the necessary vowels to make these into -words:</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>82</td><td> F N</td><td> 921</td><td> P NT</td><td class="right"> 327</td><td> M NK</td></tr> -<tr><td>21</td><td> N T</td><td> 627</td><td> J NK</td><td class="right"> 9521</td><td> PL NT</td></tr> -<tr><td>48</td><td> R F</td><td> 295</td><td> N PPL</td><td class="right"> 91420</td><td> P T RNS</td></tr> -</table> - -<p>Make complete words for the following:</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> -<tr><td class="right">29..............</td><td class="right"> 97..............</td><td class="right"> 57..............</td></tr> -<tr><td class="right">470..............</td><td class="right"> 742..............</td><td class="right"> 515..............</td></tr> -</table> - - -<h3>Additional Letters</h3> - -<p>The simplicity and ease with which you will be -able to use this idea can be increased by noting that -there are certain letters which have practically the -same sound as those selected to represent the digits. -Yet these sounds are entirely different from any -other digit sound. You can greatly increase the list -of words which you can make for certain numbers -by taking advantage of this idea. This is a very -helpful suggestion; note it carefully.</p> - -<p>All letters having the same sound stand for the -same digit value:</p> - -<p>D and T are similar in sound and therefore either -can be used to represent the digit 1.</p> - -<p>G as in George (known as soft G) has the same -sound as J, therefore soft G also represents 6.</p> - -<p>Sh as in Shot, and Ch as in Chain are similar to J -in sound so Sh or Ch represent 6.</p> - -<p>C as in Can, hard C, has the sound of K and is 7.</p> - - - -<p><span class="pagenum"><a name="Page_72" id="Page_72">[Pg 72]</a></span>G as in Gag, is the same as K and also is valued -as 7. K, hard C or hard G are all used for 7.</p> - -<p>V has the sound of F, and either may be used for 8.</p> - -<p>B has the sound of P and is 9.</p> - -<p>S as in Sauce, and Z are sounded as C (soft) so -that either C, S or Z can be used for 0.</p> - - -<h3>The Complete Code</h3> - -<div class="figcenter"><img src="images/i_072.jpg" alt="" /></div> - - - -<h3>Letters and Sounds Seldom Used</h3> - -<p>The following are sometimes used and from their -SOUND have digit value and should be noted for -completeness:</p> - -<p>Q sounds similar to K and is 7.</p> - -<p>X is pronounced EKS, has the KS sound and is 70.</p> - -<p>Hard Ch as in ACHE has the K sound and is 7.</p> - -<p>Gh and Ph as in Cough and Phone have the F -sound and are 8.</p> - - - -<p><span class="pagenum"><a name="Page_73" id="Page_73">[Pg 73]</a></span>By using the suffix ING to represent 7, which is -an arbitrary exception to fill a need, you can get a -great deal of help in forming words for difficult -numbers which end in 7, as 447 RoaRING, 117 -DoTING, 577 LacKING, 397 MoPING.</p> - - -<h3>Silent Letters Have No Figure Value</h3> - -<p>In addition to a, e, i, o, u, and w, h, and y, which -have no figure value, all silent letters have none, -because they are not SOUNDED. SOUND is the -one and only indicator of digit value.</p> - -<blockquote> - -<p>NIGHT is 21 for the GH is silent.</p> - -<p>KNIFE is 28 for the K is silent.</p> - -<p>MADGE is 36 for the D is silent.</p></blockquote> - - -<h3>Double Letters Are Sounded as One</h3> - -<p>Because they have but the one letter SOUND they -have but the single digit value. This is merely another -fact which is unalterable, because the basis -of the Code is sound.</p> - -<p>HUMMER has the sound of HUMER and is 34.</p> - -<p>BITTER has the sound of BITER and is 914.</p> - -<p>SPARROW has the sound of SPARO and is 094.</p> - -<p>BILL has the sound of BIL and is 95.</p> - -<p>The important thing to keep in mind in the use of -this Code is the fact that all is based upon SOUND. -Silent letters and double letters are treated as they -are, simply because of the SOUND basis. There are -many exceptions to the number value of the letters<span class="pagenum"><a name="Page_74" id="Page_74">[Pg 74]</a></span> -but none to the number value of the sounds of the -word.</p> - -<p>The word NATION is a good example. NATION -is 262. In this case the T as a letter would represent -1, but as a SOUND it is "SH" and is 6. C is 6 -in OCEAN.</p> - - -<h3>Number Value of Code Words</h3> - -<p>You now need to have a series of words, the figure -value of which you are thoroughly familiar with, to -use as a basis for quickly forming word pictures for -numbers which are given you to remember. A list -of words representing the number 1 to 100 would -be of the greatest value to you. These words you -would be familiar with and as soon as any number -of two digits was mentioned a word-picture of this -value would come into your mind. The word-picture -you could easily retain in mind, the number -you could not.</p> - -<p>Take for example the number 1. This is represented -by either T or D. For this illustration we select -the T. Now in order to make a word which you -can visualize you use the vowels or the extra consonants -W, H or Y. From these we can make a -word for 1.</p> - -<p>Let us take the T and the vowels I, E, which have -no value, and we have the word TIE, which has the -value of 1. Many other words could have been -made which would have the same number value as -Hut, Hat, Head, Hood, Weed, Wheat, Tea, Toe, -Dew, Dye.</p> - - - -<p><span class="pagenum"><a name="Page_75" id="Page_75">[Pg 75]</a></span>SNOW is 2; the S, O and W have no value, leaving -the N for 2.</p> - -<p>HOME is 3; H, O and E have no value, leaving the -M for 3.</p> - -<p>WIRE is 4; W, I and E have no value, leaving the -R for 4.</p> - -<p>WHEEL is 5; W, H, EE have no value, leaving the -L for 5.</p> - -<p>SASH is 6; S, A have no value, leaving the Sh -for 6.</p> - -<p>EGG is 7; E has no value, GG has but one sound -and is 7.</p> - -<p>IVY is 8; I and Y have no value and V is 8.</p> - -<p>WHIP is 9; W, H and I have no value, leaving P -for 9.</p> - -<p>TOES is 10; O and E have no value and T and S -are 1-0.</p> - -<p>By the use of the Number Code each of the words -selected for the Child's Code List has a number -value running consecutively from Tie which is 1 to -Daisies, which is 100. Each word stands for its corresponding -number always; by sound they are interchangeable -with the number at any time for any -purpose.</p> - -<p>Figure out, by the Number Code, the value of each -word of the Code List as given here, in disorganized -form, and write it opposite the word.</p> - -<p><span class="pagenum"><a name="Page_76" id="Page_76">[Pg 76]</a></span></p> - -<table border="0" cellpadding="2" cellspacing="2" summary="table"> - -<tr><td>Tie........</td><td> Lair.......</td><td> Nail.......</td><td> Veil.......</td></tr> -<tr><td>Dime.......</td><td> Judge......</td><td> Roach......</td><td> Bomb.......</td></tr> -<tr><td>Sash.......</td><td> Lap........</td><td> Movie......</td><td> Cook.......</td></tr> -<tr><td>Taffy......</td><td> Meat.......</td><td> Mouse......</td><td> Beehive....</td></tr> -<tr><td>Lady.......</td><td> Enemy......</td><td> Bath.......</td><td> Puss.......</td></tr> -<tr><td>Jam........</td><td> Rower......</td><td> Foam.......</td><td> Home.......</td></tr> -<tr><td>Ledge......</td><td> Mush.......</td><td> Glue.......</td><td> Towel......</td></tr> -<tr><td>Chief......</td><td> Knife......</td><td> Beach......</td><td> Ivy........</td></tr> -<tr><td>Dot........</td><td> Robe.......</td><td> Fife.......</td><td> Nose.......</td></tr> -<tr><td>Horn.......</td><td> Foot.......</td><td> Office.....</td><td> Limb.......</td></tr> -<tr><td>Hammer.....</td><td> Gum........</td><td> Town.......</td><td> Jail.......</td></tr> -<tr><td>Hinge......</td><td> Pear.......</td><td> Wheel......</td><td> Wolf.......</td></tr> -<tr><td>Rock.......</td><td> Fish.......</td><td> Duck.......</td><td> Goose......</td></tr> -<tr><td>Mop........</td><td> Coffee.....</td><td> Toes.......</td><td> Moon.......</td></tr> -<tr><td>Kite.......</td><td> Papa.......</td><td> Ocean......</td><td> Nero.......</td></tr> -<tr><td>Pony.......</td><td> Snow.......</td><td> Lily.......</td><td> Roll.......</td></tr> -<tr><td>Fur........</td><td> Deer.......</td><td> Chalk......</td><td> Mike.......</td></tr> -<tr><td>Cage.......</td><td> Egg........</td><td> Ashes......</td><td> Knob.......</td></tr> -<tr><td>Book.......</td><td> Tub........</td><td> Nun........</td><td> Lasso......</td></tr> -<tr><td>Fob........</td><td> Lion.......</td><td> Army.......</td><td> Vine.......</td></tr> -<tr><td>Net........</td><td> Chair......</td><td> Mail.......</td><td> Car........</td></tr> -<tr><td>Wire.......</td><td> Log........</td><td> Ink........</td><td> Pail.......</td></tr> -<tr><td>Dish.......</td><td> Ship.......</td><td> Roof.......</td><td> Fig........</td></tr> -<tr><td>Whip.......</td><td> Heart......</td><td> Rose.......</td><td> Cap........</td></tr> -<tr><td>Shed.......</td><td> Mama.......</td><td> Cane.......</td><td> Daisies....</td></tr> -</table> - -<p>After you have worked out the number value of -each of the Code Words, turn back to them on page -80 and check them there, noting how each follows -in proper sequence by number value.</p> - - -<h3>The Game of Number Code</h3> - -<div class="figleft"><img src="images/i_077a.jpg" alt="Front" /> -<p class="caption">Front</p></div> - -<div class="figright"><img src="images/i_077b.jpg" alt="Back" /> -<p class="caption">Back</p></div> - -<p>After becoming familiar with the values of the -number Code, the Game Code, given on page 42, can<span class="pagenum"><a name="Page_77" id="Page_77">[Pg 77]</a></span> -be very much improved in its complexity, -and consequently, in its resulting -mental development.</p> - -<p>Have the one hundred words on -one side of the card and the corresponding -numbers from one to one -hundred on the reverse side as illustrated. -Deal all the cards, have no -draw pile. All cards in the hand -and in reserve piles on the table are -to be with the words up and the -numbers down. Start by playing -the cards into the middle of the -table with the numbers up, beginning -with cards which bear numbers -ending in 1. The next card is -played word up upon the pile; then, -if no one calls "Code," turn the card -over and if it should be that this -card does not bear the following -consecutive number the card must -be replaced in the player's hand and -the player ceases with no penalty. -If, when the word is played, some -other player, who knows by the -number value of the word that it is an error, calls -"Code" before the card is turned over, then, if correct, -he is entitled to give the player a card from his -hand. The game is played and scored as in Code,<span class="pagenum"><a name="Page_78" id="Page_78">[Pg 78]</a></span> -but has the added value of requiring the players to -know the number value of all the words.</p> - - -<h3>The Number Game</h3> - -<p>This game will assist in learning the number value -of the words and the word for each number. Shuffle -the cards from the Code Games, have one person -hold these cards out of sight of the players. The -reader turns all cards with the words up and reads -the word on the top card. The first one to tell the -proper number value of the word gets the card. In -this way go through the entire pack, each person retaining -the cards which he obtains by first speaking -the number. The one holding the most cards at the -end of the game is the reader for the next game.</p> - -<p>The same game may be played by reading the numbers -and seeing who can first speak the Code Word.</p> - - -<h3>The Game of Solitaire</h3> - -<p>If you wish to practice alone, take the Code cards -and shuffle with the words up, noting the time when -you begin. See how quickly you can go through the -entire set, naming the numbers for the words. Then -reverse the process and name the words for the -numbers.</p> - -<p>Now try it again and see if you can cut a few seconds -off the time. Keep a record of the time required -to go each way and strive continuously to reduce -it. Keep at this until you can go through the -100 cards in two and a half minutes or less.</p> - -<p><span class="pagenum"><a name="Page_79" id="Page_79">[Pg 79]</a></span></p> - - -<h3>Another Game of Solitaire</h3> - -<p>Take the Code cards and shuffle them thoroughly -then arrange them in their consecutive order, beginning -with Tie and following with each word in its -proper place. For another test start ten rows of -cards upon the table, each starting with a Code -word ending in one, as Tie, Dot, Net, Meat, Heart, -etc. Now follow each card with the next word in -its list, placing the cards in their proper lists as you -come to them. This will help you to become acquainted -with the words in their proper order and -to become familiar with them.</p> - -<p>The above exercises will increase in interest if you -consider them from the number value. Shuffle the -set and arrange them in consecutive order, thinking -of the number value of the word, but not referring -to the number on the back of the card unless forced -to do so. The second test will be arranging them in -sets of ten, beginning with 1, 11, 21, 31, 41, etc.</p> - -<p>Shuffle the cards again and arrange them in the -following order, always using the words but figuring -their number value for your guide in the arrangement. -Arrange them in horizontal lines thus:</p> - -<p class="center"> -1-11-21-31-41-51-61-71-81-91<br /> -2-12-22-32-42-52-62-72-82-92<br /> -3-13-23-33-43-53-63-73-83-93<br /> -4-14-24-34-44-54-64-74-84-94<br /> -5-15-25-35-45-55-65-75-85-95<br /> -6-16-26-36-46-56-66-76-86-96<br /> -7-17-27-37-47-57-67-77-87-97<br /> -</p> - - - -<p><span class="pagenum"><a name="Page_80" id="Page_80">[Pg 80]</a></span>Follow through the set in the same manner. After -you have completed any of these tests, reverse it and -do the same, beginning with the larger numbers and -working back to the smaller ones.</p> - -<p>Vary these exercises in as many ways as you can -and keep track of how long it takes you to do a certain -test, then do it again and see how much you can -reduce the time required. For a guide in these tests -the Code List is printed here with each corresponding -number value.</p> - - -<h3>Code Words and Number Values</h3> - -<table border="0" cellpadding="2" cellspacing="2" summary="table"> - -<tr><td>1-Tie</td><td> 11-Dot</td><td> 21-Net</td><td> 31-Meat</td><td> 41-Heart</td></tr> -<tr><td>2-Snow</td><td> 12-Town</td><td> 22-Nun</td><td> 32-Moon</td><td> 42-Horn</td></tr> -<tr><td>3-Home</td><td> 13-Dime</td><td> 23-Enemy</td><td> 33-Mama</td><td> 43-Army</td></tr> -<tr><td>4-Wire</td><td> 14-Deer</td><td> 24-Nero</td><td> 34-Hammer</td><td> 44-Rower</td></tr> -<tr><td>5-Wheel</td><td> 15-Towel</td><td> 25-Nail</td><td> 35-Mail</td><td> 45-Roll</td></tr> -<tr><td>6-Sash</td><td> 16-Dish</td><td> 26-Hinge</td><td> 36-Mush</td><td> 46-Roach</td></tr> -<tr><td>7-Egg</td><td> 17-Duck</td><td> 27-Ink</td><td> 37-Mike</td><td> 47-Rock</td></tr> -<tr><td>8-Ivy</td><td> 18-Taffy</td><td> 28-Knife</td><td> 38-Movie</td><td> 48-Roof</td></tr> -<tr><td>9-Whip</td><td> 19-Tub</td><td> 29-Knob</td><td> 39-Mop</td><td> 49-Rope</td></tr> -<tr><td>10-Toes</td><td> 20-Nose</td><td> 30-Mouse</td><td> 40-Rose</td><td> 50-Lasso</td></tr></table> -<hr class="tb" /> -<table border="0" cellpadding="2" cellspacing="2" summary="table"> -<tr><td>51-Lady</td><td> 61-Shed</td><td> 71-Kite</td><td> 81-Foot</td><td> 91-Bath</td></tr> -<tr><td>52-Lion</td><td> 62-Ocean</td><td> 72-Cane</td><td> 82-Vine</td><td> 92-Pony</td></tr> -<tr><td>53-Limb</td><td> 63-Jam</td><td> 73-Gum</td><td> 83-Foam</td><td> 93-Bomb</td></tr> -<tr><td>54-Lair</td><td> 64-Chair</td><td> 74-Car</td><td> 84-Fur</td><td> 94-Bear</td></tr> -<tr><td>55-Lily</td><td> 65-Jail</td><td> 75-Glue</td><td> 85-Veil</td><td> 95-Pail</td></tr> -<tr><td>56-Ledge</td><td> 66-Judge</td><td> 76-Cage</td><td> 86-Fish</td><td> 96-Beach</td></tr> -<tr><td>57-Log</td><td> 67-Chalk</td><td> 77-Cook</td><td> 87-Fig</td><td> 97-Book</td></tr> -<tr><td>58-Wolf</td><td> 68-Chief</td><td> 78-Coffee</td><td> 88-Fife</td><td> 98-Beehive</td></tr> -<tr><td>59-Lap</td><td> 69-Ship</td><td> 79-Cap</td><td> 89-Fob</td><td> 99-Papa</td></tr> -<tr><td>60-Ashes</td><td> 70-Goose</td><td> 80-Office</td><td> 90-Puss</td><td> 100-Daisies</td></tr> -</table> - - - -<p><span class="pagenum"><a name="Page_81" id="Page_81">[Pg 81]</a></span>After you have become familiar with the number -values of the Code words it will guide you in case of -any doubt as to the sequence of any words. If you -should be in doubt as to whether Chief or Ship comes -first you can prove the point by referring to the -number value; Chief is 68 and Ship is 69, therefore -the sequence is correct.</p> - - -<h3>All Hitching Posts Numbered</h3> - -<p>Note that when you have the Number Code to -work with that each Hitching Post has a corresponding -number so that each item in your list is numbered. -For purposes of filing information this is -very helpful. You think of the Hitching Posts now -as 1-2-3-4-5-etc. The word is simply an interchangeable -object with a fixed value and 1 automatically -becomes Tie in the picture. And when it appears -in the picture it means 1. So on with all other numbers -and words under one hundred. For use as -Hitching Posts each list of ten in the list can be -used as having the 1 to 10 value by dropping the -first digit, as Net (2)1, Nun (2)2, Enemy (2)3, -Nero (2)4, etc.</p> - -<p>In working with the Code bear in mind every -moment that the word is synonymous with the number. -The number stands for the word and the word -for the number, they never change. They mean now -and always the same thing. Each stands for the -other. This statement can not be made too strong. -Neither can you be urged too strongly to practice<span class="pagenum"><a name="Page_82" id="Page_82">[Pg 82]</a></span> -with your children in the use of it. Become so -familiar with it that when you hear the sound T it -immediately means 1 and so on through the entire -list. Words now have an added significance; for -this purpose they have become and from this time -they will be NUMBERS, as well as WORDS.</p> - -<p>Always keep in mind that SOUND determines the -number value of the word regardless of how it is -spelled.</p> - - -<h3>Forming Larger Number Words</h3> - -<p>In order to form words for larger numbers first -become familiar with the figure value of the one -hundred code words. These will often combine to -form the larger number pictures. For example:</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td align="right">695</td><td> Sash—Pail</td></tr> -<tr><td align="right">1291</td><td> Town—Bat</td></tr> -<tr><td align="right">2499</td><td> Nero—Papa</td></tr> -<tr><td align="right">8240</td><td> Vine—Rose</td></tr> -</table> - -<p>A combination picture of Nero and Papa would -represent 2499. The danger of transposing the figures -by recalling the picture as Papa—Nero 9924 -instead of 2499, can be avoided by having the first -object much larger than the second. In the case of -2499 picture Nero larger than Papa, or see Nero -above Papa, or in front or preceding Papa. Adopt -one of these methods and use it.</p> - -<p>After a little practice you will often form one word -for a number instead of combining the Code words. -The beginner would represent 1210 by the Code -words Town—Toes. Later he will recognize 1210<span class="pagenum"><a name="Page_83" id="Page_83">[Pg 83]</a></span> -as the sounds T-N-T-S. Combining these sounds the -word TENTS will suggest itself.</p> - -<p>If 1210 were a phone number and you made a clear -picture association of Tents with the Person or Place -you would have no difficulty in recalling the number.</p> - -<p>Already you have an object representing the figures -from 1 to 100, but very often you will wish to use -figures far in excess of this. Any number in excess -of 100 and below 10,000, or any number of three or -four digits will be most easily handled by translating -it into two words of the Number Code, or if you -choose can be later worked into a single word. In -the beginning you will find help by working in the -following manner. Take the number 347. A combination -of the Code words would be Home Rock, -you could also use My Rock or Some Rock. Or you -can make the numbers into a single word. Put down -the figures thus:</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>3</td><td> 4</td><td> 7</td></tr> -<tr><td>M</td><td> R</td><td> K</td></tr> -</table> - -<p>Combining these letters with vowels you have the -word MARK. Now take the number 994, the code -combination for this number is Whip-Pear, or you -could make the single word Paper.</p> - -<p>The number 315 can be made into a single word. -315 is MoDeL. Translate the following into single -words; refer to the Number Code, on page 72, when -in doubt or in need of a suggestion. First, always -sound the digits then let the sounds form into a word.</p> - -<p><span class="pagenum"><a name="Page_84" id="Page_84">[Pg 84]</a></span></p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>101............</td><td> 510............</td><td> 121............</td></tr> -<tr><td>415............</td><td> 195............</td><td> 745............</td></tr> -<tr><td>941............</td><td> 994............</td><td> 426............</td></tr> -<tr><td>624............</td><td> 140............</td><td> 925............</td></tr> -<tr><td>315............</td><td> 147............</td><td> 015............</td></tr> -<tr><td>410............</td><td> 412............</td><td> 649............</td></tr> -<tr><td>953............</td><td> 150............</td><td> 539............</td></tr> -<tr><td>300............</td><td> 074............</td><td> 751............</td></tr> -<tr><td>741............</td><td> 942............</td><td> 642............</td></tr> -<tr><td>211............</td><td> 210............</td><td> 951............</td></tr> -</table> - - -<h3>Further Practice in Word Forming</h3> - -<p>It is not always necessary to put a vowel between -the code sounds. Some letters combine into words -without vowels between, as—</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>CuRTaiN—7412</td><td> CLuTTeR—7514</td><td> FaRMING—8437</td></tr> -<tr><td>BRaND—9421</td><td> PReaCHeR—9464</td><td> SPeNT—0921</td></tr> -<tr><td>PLaNT—9521</td><td> BuRGLaR—94754</td><td> SiLKS—0570</td></tr> -</table> - -<p>Also note that some words begin with vowels: -Envelope for 2859; Amber for 394.</p> - -<p>If at first you cannot easily form words for all -numbers, do not be discouraged. Practice will give -you most words instantaneously. Soon you will instantly -recognize numbers like 285 as Novel; 741 -as Cart; 101 as Toast. This ability will come quickly -if you practice and in no other way will you acquire -it.</p> - -<p><span class="pagenum"><a name="Page_85" id="Page_85">[Pg 85]</a></span></p> - - -<h3>Adjectives as Helps</h3> - -<p>You have already found that some numbers of -three digits cannot be made into a single word. -Others that can be translated into words are sometimes -difficult of visualization. To overcome these -difficulties and to add greatly to the rapidity with -which you can form large numbers, use adjectives -for the first digits and the words of the Code list for -the others. The combination is quickly made and -easily recalled. You will find that in larger figures -of six digits the idea works equally well.</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> -<tr><td>1</td><td> Hot, Wet, White</td><td align="right"> 6</td><td> Huge, Shy, Ashy</td></tr> -<tr><td>2</td><td> New or No</td><td align="right"> 7</td><td> Sick, Gay, Weak</td></tr> -<tr><td>3</td><td> My or May</td><td align="right"> 8</td><td> Heavy, Few, Wavy</td></tr> -<tr><td>4</td><td> Sour, Raw, Hairy</td><td align="right"> 9</td><td> Happy or Webby</td></tr> -<tr><td>5</td><td> Low, Oily, Yellow</td><td align="right"> 10</td><td> Dizzy</td></tr> -</table> - -<p>Select one of the adjectives for each digit and become -familiar with it and use it continuously, unless -another improves the sense materially.</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>165</td><td> Hot Jail</td><td align="right"> 666</td><td> Shy Judge</td></tr> -<tr><td>263</td><td> New Jam</td><td align="right"> 776</td><td> Weak Cage</td></tr> -<tr><td>333</td><td> My Mama</td><td align="right"> 829</td><td> Heavy Knob</td></tr> -<tr><td>498</td><td> Hairy Beehive</td><td align="right"> 993</td><td> Happy Bomb</td></tr> -<tr><td>568</td><td> Yellow Chief</td><td align="right"> 1035</td><td> Dizzy Mail</td></tr> -</table> - -<p>The adjectives will be of great assistance as well -in forming words for four digit numbers:</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>1149</td><td> Hot Trap</td><td> 7195</td><td> Weak Table</td></tr> -<tr><td>2262</td><td> New Engine</td><td> 8941</td><td> Heavy Bird</td></tr> -</table> - - - -<p><span class="pagenum"><a name="Page_86" id="Page_86">[Pg 86]</a></span>A few additional examples of adjectives will show -how helpful this idea can be made:</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>12—Thin</td><td> 21—Neat</td><td> 72—Keen</td></tr> -<tr><td>13—Dim </td><td> 32—Mean</td><td> 77—Quick</td></tr> -<tr><td>14—Dear</td><td> 46—Rich</td><td> 82—Fine</td></tr> -<tr><td>15—Tall</td><td> 58—Live </td><td> 65—Jolly</td></tr> -<tr><td>16—Dutch </td><td> 62—Shiny</td><td> 97—Big</td></tr> -</table> - -<p>For practice translate the following by use of adjectives -and Code words, where possible, or adjectives -and three digit words.</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>127............</td><td> 1147............</td><td> 21147............</td></tr> -<tr><td>932............</td><td> 1932............</td><td> 29595............</td></tr> -<tr><td>478............</td><td> 2746............</td><td> 32649............</td></tr> -<tr><td>531............</td><td> 9127............</td><td> 61492............</td></tr> -<tr><td>397............</td><td> 1392............</td><td> 45921............</td></tr> -<tr><td>729............</td><td> 7146............</td><td> 72952............</td></tr> -<tr><td>635............</td><td> 6592............</td><td> 15864............</td></tr> -</table> - - -<h3>Telephone Numbers</h3> - -<p>Remembering telephone numbers is a practical -application of the Number Code which can be helpful -to all. There is probably no combination of figures -you are more often called upon to remember -than these. When you need them you need them -at once. Master the Number Code and you will -find that it has paid you many times in this application -alone.</p> - -<p>Translate the phone number into words and associate -them with person, office, place of business, or -in any way that will make a good picture which will<span class="pagenum"><a name="Page_87" id="Page_87">[Pg 87]</a></span> -be easily recalled. The illustrations which follow -are instances taken from actual practice.</p> - -<p>Hotel—phone number 1740, THE CARS may be -used to represent 1740. This hotel, the Brown Palace, -in Denver, is a triangular building with cars -running on every side, suggesting "THE CARS."</p> - -<p>Fire Department—phone number 3084. MISS -FIRE stands for 3084. An easy association is that -the fire men miss the fire.</p> - -<p>Bank—phone number 9795. Here we substitute -BIG BILL for 9795, a bank which has many a BIG -BILL.</p> - -<p>Railroad—phone 1784. TAKE FARE association. -The railroad always takes your fare.</p> - -<p>Laundry—phone 7540 COLLARS. Association. -Collars are in the laundry.</p> - -<p>Butcher—phone 531. ALL MEAT. The butcher -sells ALL MEAT.</p> - - -<h3>Telephone Exchanges</h3> - -<p>Knowing the district in which the phone is located -will often suggest the exchange, but when necessary -make a Reminder Picture for the exchange. -Following are some examples which have been used -by students:</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>Main—The Battle Ship</td><td> Harrison—Hair or Hare</td></tr> -<tr><td>East—Yeast</td><td> Randolph—Ran off</td></tr> -<tr><td>Beacon—Lighthouse</td><td> Champa—Champion</td></tr> -<tr><td>Wabash—Wash</td><td> Proctor—Doctor</td></tr> -</table> - -<p>These are suggestions only, much depends upon<span class="pagenum"><a name="Page_88" id="Page_88">[Pg 88]</a></span> -the individual; make your own reminders. The -same exchange may be more easily remembered by -different visual images for each of us. Use the -means that suits you best. If the exchange is represented -by a reminder make the double visual impression, -as—</p> - -<p class="center"> -An Abstract Co., Champa 1208<br /> -They have the Champion TIN SAFE<br /> -A Restaurant, Main 8518<br /> -They have Main(ly), VEAL TOUGH<br /> -</p> - - -<h3>Remembering Addresses</h3> - -<p>A student was asked to call upon a party at 2214 -Third Street, and was cautioned by the man giving -the address that he had better write it down. The -student remarked, "It isn't necessary, I can easily -remember it." Which remark, needless to say, created -a favorable impression. 22 is NUN, 14 is -DEER. The student made a mental picture of a -NUN leading a DEER HOME (Third Street).</p> - -<p>Another address was 1939, which is quickly transferred -to a picture of a TUB and a MOP.</p> - - -<h3>Remembering Fractions</h3> - -<p>Fractions can be converted into words and thus -carried in the mind with exactness. A great many -are illustrated in the following list. These words -all begin with the letter S for uniformity and to -make it easy to remember that the word represents -a fraction:</p> - -<p><span class="pagenum"><a name="Page_89" id="Page_89">[Pg 89]</a></span></p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>1/2—Stone</td><td> 1/5—Steel</td><td> 9/10—Spats</td></tr> -<tr><td>4/5—Sorrel</td><td> 1/8—Stave</td><td> 1/6—Stage</td></tr> -<tr><td>1/4—Steer</td><td> 5/6—Sledge</td><td> 3/5—Sawmill</td></tr> -<tr><td>3/4—Summer</td><td> 1/3—Stem</td><td> 7/8—Skiff</td></tr> -</table> - -<p>Other words can be made for the other fractions. -1/7 would be Stock and 2/7 Sneak, and 3/7 Smack. -A combination of these words with the Code list will -help with fractions. 9-1/4 would be WHIP STEER. -12-2/5 is TOWN SNAIL. 54-1/2 is LAIR STONE. -35-1/6 is MAIL STAGE.</p> - - -<h3>Remembering Department Numbers</h3> - -<p>In learning the department numbers in a large -department store it is simply necessary to associate -the goods sold in the particular department with -the Code word, and if desirable, the name of the -buyer can be associated also.</p> - - -<h3>Remembering Color Numbers</h3> - -<p>The color numbers in a wholesale house, some -sixty of them, were learned by one student while -reading them over slowly. Color Number 1 is Black, -BLACK TIE. Color 12 is Gold, a GOLD TOWN. A -little more difficult is 51, Gettysburg gray. Here a -man is wandering over the fields of Gettysburg in -the Gray dawn with a LADY (51).</p> - - -<h3>The Game of Memory Demonstration</h3> - -<p>Excellent practice and a great deal of pleasure -can be had by letting some one give the child a -series of ten words to be remembered in connection -with the numbers which are written opposite them.<span class="pagenum"><a name="Page_90" id="Page_90">[Pg 90]</a></span> -They can be given out of order and this will make a -stronger impression and be as easy for the child.</p> - -<p>The numbers 1 to 10 will be represented in his -mind by the Code words TIE to TOES. Each will -be pictured in turn with the word given for the -number. Let the one giving the words write the -numbers 1 to 10 in a vertical line, and as he writes -the word opposite tell them to the child taking the -demonstration. For example—5 is Window. This -immediately becomes a picture of the WHEEL (5) -and a Window. Throw the Wheel through the -Window. Next he might be given 10, BOOK. A -picture of TOES and Book. 3 is FIRE, a picture of -a HOME (3) on Fire. 1 is CANDY, sticks of Candy -bound up in a TIE (1).</p> - -<p>Each word and number are to be visualized together. -When the ten have all been given, the child -begins with 1 (TIE) and recalls the object he pictured -with it; next 2 (SNOW) and recalls the word -pictured with it, and so on to the end of the ten. -Recall each one in sequence even though given out -of order.</p> - -<h3>A practice demonstration:</h3> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>5—Window</td><td> 1—Candy</td><td> 4—Bank</td></tr> -<tr><td>10—Book</td><td> 9—Fish</td><td> 6—Apple</td></tr> -<tr><td>3—Fire</td><td> 8—Auto</td><td> 2—Stone</td></tr> -<tr><td>7—Horse</td></tr> -</table> - -<p>Begin with 1 and recall them in sequence.</p> - - -<h3>A Number Demonstration</h3> - -<p>Instead of the words, as used in the preceding<span class="pagenum"><a name="Page_91" id="Page_91">[Pg 91]</a></span> -game, follow the same plan as with two digit numbers, -as—</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>1 is 29</td><td> 4 is 100</td><td align="right"> 7 is 35</td></tr> -<tr><td>2 is 93</td><td> 5 is 61</td><td align="right"> 8 is 12</td></tr> -<tr><td>3 is 57</td><td> 6 is 44</td><td align="right"> 9 is 98</td></tr> -<tr><td> </td><td> </td><td align="right">10 is 86</td></tr> -</table> - -<p>This is simply a combination picture of two Code -words. One is TIE and 29 is KNOB, a picture of a -huge red TIE hanging on a KNOB will answer the -purpose.</p> - -<p>2 is SNOW and 93 is BOMB, a big, black, sizzling -BOMB in the SNOW bank. Picture each pair as -given and recall them by first recalling the Code -word for the position in the list and it will be associated -with another object in the picture, the number -value of which is the number as given.</p> - -<p>Accuracy in this game is dependent upon being -familiar with the Code, know the sounds, and if the -Code word for 57 does not come to mind easily use -any word with the two sounds L and K and it will -represent 57. You could use the word Lake, Elk, -or Leg, any one of which will enable you to remember -the number.</p> - -<p>Other uses of the Number Code will be given in -the next book, and there will be found many applications -of it to the needs of the child in his school -work. It is helpful in many ways and should be -mastered both for its usefulness and for the value -in mental development which will come from practicing -with it.</p> - -<hr class="chap" /> - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_92" id="Page_92">[Pg 92]</a></span> -<h2 class="nobreak">REMEMBERING PEOPLE'S NAMES</h2></div> - - -<p>To forget names is a common failing. Many people -can remember faces but fail when it comes to -recalling the name. This is mostly the result of inattention. -Remembering names is more difficult -than remembering some other things, and for this -reason many have fallen into the habit of not trying.</p> - -<p>One thing which contributes largely to this neglect -is a lack of definite knowledge of how to accomplish -the result. The principles of memory, as -given previously in this book, can be applied to prevent -this common failure.</p> - -<p>While children do not have to remember names -as much as adults do they should have the principles -well in mind and be trained in the use of them. -They should form the habit of paying attention to -the names and remembering them. Parents should -require them to call the people they meet by name -and to realize the value of being able to do so. Almost -every one can remember faces of strangers -more easily than they remember names. This is because -of the difference in strength of the two senses<span class="pagenum"><a name="Page_93" id="Page_93">[Pg 93]</a></span> -used in making the impressions. The eye nerve -carries the picture of the face to the brain. The -ear carries the sound of the name. As we have -learned, the eye impression is nearly twenty times -stronger than the one made by the ear.</p> - -<blockquote> - -<p><b>Eye impressions are lasting and can be recalled -when the impressions by the other -senses can not.</b></p></blockquote> - -<p>It may be helpful to illustrate the result of your -meeting with a Mr. Penn in the following graphic -way. In the following drawing let the curve represent -the surface of the brain, and the depth of -the groove the comparative impressions made by -the two senses.</p> - -<div class="figcenter"><img src="images/i_093.jpg" alt="" /></div> - -<p>This could illustrate the strength of the two images -under the conditions, where the face was seen -only as the name was heard. On the other hand, -this is not usual, as a rule you hear the strange -name but once, but you see the face for several -minutes, sometimes for half an hour. During the -time that you are looking at the face the eye is making -a deeper and deeper impression upon your brain.</p> - - - -<p><span class="pagenum"><a name="Page_94" id="Page_94">[Pg 94]</a></span>The ear never has had and never can have the -same ability to impress the brain as the eye. It will -never be possible to remember names as easily, or -for as long a time as faces, if you depend upon the -impressions as normally placed upon the brain by -the senses.</p> - - -<h3>To Remember Names</h3> - -<p>The problem then is to first equalize the impressions -of the face and name so that each will last and -can be recalled with equal ease. The impression -of the face was made by your physical eye; at the -same time there is your mind's eye faculty which is -dormant, not being used. With it you can learn to -make an impression of the name upon your brain -which will be as strong as the face impression made -by the eye.</p> - -<blockquote> - -<p><b>In order to recall with equal ease two mental -impressions, they must be made with equal -strength.</b></p></blockquote> - -<p>When you meet a stranger his face becomes a picture -impression upon the brain, the first impression -of the name is made by the ear, but it can easily -and quickly be made into a mind's eye picture which -will be many times more available. This mind's -eye picture can be unusual, exaggerated, and moving, -so that its strength can be regulated at will. -The result will be two visual impressions, the face -by the eye, the name by the mind's eye. These can -be equalized by repetition so that when you recognize<span class="pagenum"><a name="Page_95" id="Page_95">[Pg 95]</a></span> -the face it will be possible to recall the name -as well. Let us adapt the former illustration and -we have a picture of the face and a picture of the -name impressed upon the brain.</p> - -<div class="figcenter"><img src="images/i_095.jpg" alt="" /></div> - -<p>Instead of retaining only the slight impression -made by the ear, you can have two impressions, -both made by the sense of sight. Apply this knowledge, -and remembering names will become a much -simpler matter.</p> - - -<h3>The Name Picture</h3> - -<p>When you heard the word Tie spoken you quickly -transferred the ear impression into a mind's eye -picture of a TIE. Do the same with the name of -Mr. Penn. This is a word which has a definite meaning -and it suggests a concrete picture. You can -see the pen; see all the details of its shape, size, -markings, etc. See this in your mind's eye, visualize -this picture of the word pen. It can be exaggerated -and you can animate it and put it into motion with -many unusual or ludicrous circumstances. In other -words, this Name Picture can be as firmly impressed -upon your brain as you wish it to be.</p> - -<p><span class="pagenum"><a name="Page_96" id="Page_96">[Pg 96]</a></span></p> - - -<h3>Association Next Important Step</h3> - -<p>When you wish to remember the Tie and Snow -together, or to use the Tie to recall the Bread, you -took advantage of the Law of Association. The -two were pictured together and thus impressed -upon the brain at the same time. If you wish to -be able to recall the name when you see the face -you must associate the Face Picture and the Name -Picture together in the same impression.</p> - -<div class="figcenter"><img src="images/i_096.jpg" alt="" /></div> - -<p>You will remember that success in the use of associated -picture impressions depend upon one of -the objects in the picture being familiar and easily -recalled. In this case the Name Picture is associated -with, or hitched to, the Face Picture. The -Face Picture will always be present when the name -is wanted. The person may come into your home, -or you may meet him outside, in each case when -you see the face it will bring to your mind the picture -of the name.</p> - -<p><span class="pagenum"><a name="Page_97" id="Page_97">[Pg 97]</a></span></p> - - -<h3>To Remember Mr. King</h3> - -<p>When you meet a stranger take this opportunity -to get a Face Picture of this person impressed upon -the brain. When you hear the name, King, you -have a light temporary ear impression -of it. Take this ear -impression of the name and -quickly transfer it into a mind's -eye picture of the king. Then -into this picture of the king -place the face picture, see the -face of this Mr. King sitting on -the throne, wearing the crown -and robes and waving the scepter. -Make this Name Picture -strong, exaggerated and unusual. -Here you are combining -a mind's eye impression -with a physical eye impression and the one is definite, -a real thing, while the mind's eye impression -seems, in comparison, to be vague and indistinct. -It is a strong impression, nevertheless, and very -little experience and practice will be necessary to -prove its value and availability.</p> - -<div class="figcenter"><img src="images/i_097.jpg" alt="" /></div> - -<p>You must, of course, hear the name distinctly. -You can not remember it if you do not know what -it is. The first impression of the name must be -definite and certain, do not hesitate to ask to have -the name repeated or even spelled. The person -will be complimented that you are making an attempt -to remember him.</p> - - - -<p><span class="pagenum"><a name="Page_98" id="Page_98">[Pg 98]</a></span>It will help you to become conscious of these -mind's eye pictures if you will look away from the -stranger's face for a moment and see both the face -and name pictures in the visual impression which -you have been forming. This can be done for an -instant during the conversation, or at some other -opportunity.</p> - - -<h3>Associating Name and Face Pictures</h3> - -<p>Go into any savage or semi-civilized tribe today -and you will find that names are given because of -some trait of character; some peculiar characteristic; -some unusual appearance or accomplishment. -About fifty per cent of the names you meet with -are nouns, words with a meaning which suggests -definite, concrete pictures, which can easily be associated -with the faces of the persons just as we -have done here with the name King. Note these -examples:</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>Mr. Gun </td><td> Mr. Starr</td><td> Mr. Wells</td></tr> -<tr><td>Mr. Stone</td><td> Mr. Ring </td><td> Mr. Bell</td></tr> -<tr><td>Mr. Cotton </td><td> Mr. Street</td><td> Mr. Penn</td></tr> -</table> - -<p>There are thousands of names just as simple, including -colors, animals, birds, fish, fruits, and almost -every object. All these can be easily visually -associated with the face.</p> - - -<h3>Obtain a Meaning by Change</h3> - -<p>Many names do not come under the classification -of a direct and simple meaning because of a little -change which may have been made in the manner -of spelling them. Others can be converted into<span class="pagenum"><a name="Page_99" id="Page_99">[Pg 99]</a></span> -some simple meaning which can be easily impressed -upon the mind by making a slight change and spelling -the names as they sound. In other words, by -remembering them as they sound rather than as -they are spelled.</p> - - - -<p>The following examples are -common:</p> -<div class="figright"><img src="images/i_099.jpg" alt="" /></div> - -<blockquote> -<p> -Mr. Rhodes—roads<br /> -Mr. Coyle—coil<br /> -Mr. Knoble—noble<br /> -Mr. Reuter—rooter<br /> -Mr. Baran—baron<br /> -Mr. Asche—ash<br /> -Mr. Lyon—lion<br /> -</p> -</blockquote> - - - -<p>Use the picture here as Mr. Perrett. The name as -it sounds calls to your mind a bird. See the bright -green parrot flying around his head and perching -on his shoulder; see the vivid color of the bird. -Close your eyes and review this picture association -of the face and the name. Do this until you can -see it with your eyes open.</p> - - -<h3>Meaning in First Syllable</h3> - -<p>Many names which seem to present difficulties -upon first hearing them simply need a little attention -and analysis. At times when names have escaped -you, you have gone back to the alphabet and<span class="pagenum"><a name="Page_100" id="Page_100">[Pg 100]</a></span> -by running over the letters have found that the first -letter suggested the name wanted. Some names -which are apparently difficult will be easily remembered -if you will notice that the first syllable of the -name is a noun and has a definite meaning.</p> - -<p>You meet Mr. Carruthers. This name presents -considerable difficulty until you notice that the first -three letters spell the simple word "car." By visually -associating the object "car" with his face and -repeating the name Carruthers a couple of times, -you will find no difficulty in recalling the name.</p> - - - -<p>Note these examples of this method of using the -first syllable for the Name Picture:</p> -<div class="figleft"><img src="images/i_100.jpg" alt="" /></div> - - -<p> -Mr. Bellamy—bell<br /> -Mr. Reardon—rear<br /> -Mr. Raymond—ray<br /> -Mr. Seagraves—sea<br /> -Mr. Ringling—ring<br /> -Mr. Burroughs—burr<br /> -Mr. Dennison—den<br /> -Mr. Bushnell—bush<br /> -Mr. Boardman—board<br /> -Mr. Pierson—pier<br /> -</p> - - - - -<p>Practice with this idea by using the face here as -Mr. Woodhead. See a stick of wood on his head, -pile it there and see it roll off, don't be afraid to -make strong, unusual Name Pictures. You will not<span class="pagenum"><a name="Page_101" id="Page_101">[Pg 101]</a></span> -have to tell the man how you remembered his name, -but to do it will be one of your greatest business -assets.</p> - - -<h3>Meaning of Vocations</h3> - -<div class="figright"><img src="images/i_101.jpg" alt="" /></div> - -<p>Almost every vocation has been used as a proper -name. Undoubtedly the name comes from the fact -that the forefathers followed that vocation. In -every such case see the person -working at the trade. For -practice use this man as Mr. -Smith, suggesting a blacksmith; -see him working at his -forge, see the anvil, the -sparks, the hammer, see him -strike. Make a strong, vivid -picture. (Smith comes from -the word Smythe—meaning -hitter.)</p> - - - -<h3>Other examples:</h3> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>Mr. Miller</td><td> Mr. Fisher</td><td> Mr. Shoemaker</td></tr> -<tr><td>Mr. Carpenter</td><td> Mr. Plumber </td><td> Mr. Butcher</td></tr> -<tr><td>Mr. Gardner</td><td> Mr. Painter</td><td> Mr. Walker</td></tr> -</table> - -<p>Each name picture of a vocation should contain -the scenes which are familiar to you. Mr. Carpenter -has a hammer and nails, working at the carpenter -trade; Mr. Gardner, with hoe and spade, is caring -for his garden.</p> - -<p><span class="pagenum"><a name="Page_102" id="Page_102">[Pg 102]</a></span></p> - - -<h3>Familiar Name Pictures</h3> - -<p>There are many names which do not have a meaning -and are not readily changed to suggest a picture -to be associated with the Face Picture. On the -other hand, these names will suggest Name Pictures -with which you are thoroughly familiar. They will -suggest a location, article, place, or some familiar -fact that can be used for the Name Picture and -which will recall the name to your mind when you -see the face.</p> - -<blockquote> - -<p><b>Make it a rule to associate the unknown with -the known.</b></p></blockquote> - - -<h3>Geographical Name Pictures</h3> - -<p>The first one of five groups of familiar pictures of -proper names is the Geographical group. You meet -a stranger by the name of Mr. Lansing, and the -name immediately suggests the city of Lansing, -Mich. If you are familiar with the city of Lansing -you can very easily make a visual picture of this -person standing in some particular street or familiar -corner of the city.</p> - -<div class="figright"><img src="images/i_103.jpg" alt="" /></div> - -<p>It is not necessary, however, to have a personal -knowledge of the geographical location. The picture -association of a stranger's face with the geographical -location will be sufficiently strong if you -see him holding the map of Michigan and pointing -out the spot where Lansing is, or any other similar -picture which may suggest itself to you.</p> - - - - -<p><span class="pagenum"><a name="Page_103" id="Page_103">[Pg 103]</a></span>Use this picture for Mr. -Holland. This name immediately -suggests a picturesque -country of Europe. -See this strange face by a -Dutch windmill and the people -in their distinctive costumes -grouped around, see -motion in your picture, the -windmill turning and the -people passing by.</p> - - - -<p>A few common geographical -names follow:</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>Mr. Birmingham (Ala.)</td><td> Mr. Ogden (Utah)</td></tr> -<tr><td>Mr. Billings (Mont.)</td><td> Mr. Platte (River)</td></tr> -<tr><td>Mr. Davenport (Ia.)</td><td> Mr. Cleveland (Ohio)</td></tr> -<tr><td>Mr. Lyons (France</td><td>) Mr. Patterson (N. J.)</td></tr> -<tr><td>Mr. Hudson (River)</td></tr> -</table> - -<p>In some cases you can make a change in the spelling -of the name and in this way associate it easily -with a geographical picture. As:</p> - -<blockquote> -<p> -Mr. Bostrom (Boston, Mass.)<br /> -Mr. Knoble (Knoblesville, Ind.)<br /> -Mr. Molan (Moline, Ill.)<br /> -Mr. Haig (Hague, Holland)<br /> -Mr. Jameson (James River)<br /> -Mr. Bixby (Bisbee, Ariz.)<br /> -</p> -</blockquote> -<p><span class="pagenum"><a name="Page_104" id="Page_104">[Pg 104]</a></span></p> - - -<h3>Advertised Name Pictures</h3> - -<div class="figleft"><img src="images/i_104.jpg" alt="" /></div> - -<p>There are scores of proper names which, as soon -as mentioned, will bring to your mind the picture of -an object which has been -constantly advertised. Having -seen this article so often -has fixed its picture and -name indelibly in your mind. -As soon as you see the article -you can without hesitation -speak the name. When -you meet a stranger by the -same name, as you often -will, associate the Face Picture -of the stranger with the -familiar object for your Name Picture. When you -see this face again you will recall the object which -you can name without difficulty. For example, the -face here may be of a Mr. Gillette, who may not be -familiar to you, but if you hear the name Gillette it -suggests the picture of a Safety Razor. When you -meet a stranger by this name, see him shaving himself -with a Gillette Razor. Review your picture a -few times and when you meet the man again his -face will suggest your Name Picture and you can -call his name from the object in the picture. There -are many opportunities to use this method, your own -city will have many familiar trade marks and signs<span class="pagenum"><a name="Page_105" id="Page_105">[Pg 105]</a></span> -which you can use, as well as those nationally advertised.</p> - -<p>A few examples:</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>Mr. Hudson (auto)</td><td> Mr. Sanford (ink)</td></tr> -<tr><td>Mr. Campbell (soups)</td><td> Mr. Douglas (shoes)</td></tr> -<tr><td>Mr. Armour (meats)</td><td> Mr. Cluett (shirts)</td></tr> -<tr><td>Mr. Knox (hat) </td><td> Mr. Parker (pens)</td></tr> -</table> - - -<h3>Names Suggest Familiar Faces</h3> - -<div class="figleft"><img src="images/i_106.jpg" alt="" /></div> - -<p>Many names immediately suggest familiar faces, -which you can name any time, anywhere. You -often compare the strangers you meet with them -and note the similarities. Constant repetition has -fixed these faces so thoroughly in mind that there -will be no confusion in naming them. You pass a -stranger on the street and some one says: "How -much that man looks like Lincoln," and you reply, -"Yes, but Lincoln was taller and did not have such -large eyes, and his nose was entirely different in -shape. And Lincoln's mouth was fuller, too, not so -thin and straight." This comparison is possible, -because of the clear, definite picture which has been -formed in your mind of President Lincoln.</p> - - - -<p>These familiar faces which you can recall so definitely -in your mind's eye will be of wonderful as<span class="pagenum"><a name="Page_106" id="Page_106">[Pg 106]</a></span>sistance -in remembering -strangers by the same name. -Practice with this picture as -Mr. Grant. His face may -be strange to you, but the -name immediately suggests -a familiar face. Now see -these two faces in the same -picture, see the familiar face -looking over the face of the -stranger, see them meeting, -shaking hands, talking, -laughing. Exaggerated, moving, unusual pictures -are best. See the familiar faces clearly as possible, -and compare the two; one is tall and the other short, -one dark the other light, one has a beard and the -other has not, etc. All comparison helps to make -the mind's eye picture more definite and to strengthen -the associated picture through prolonged attention.</p> - - - -<h3>Historically Known Faces</h3> - -<p>The faces of these familiar names are fixed in -your mind by reading history, as—</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>Gen. Sherman </td><td> Thos. Jefferson </td><td> Gen. Kitchener</td></tr> -<tr><td>Gen. Lee </td><td> Geo. Washington </td><td> Benj. Franklin</td></tr> -<tr><td>Gen. Sheridan</td><td> Wm. McKinley </td><td> Admiral Dewey</td></tr> -</table> - -<p>Some names suggest both geographical and historical -reminders. For example:</p> - -<p><span class="pagenum"><a name="Page_107" id="Page_107">[Pg 107]</a></span></p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> -<tr><td>Livingston</td><td> Raleigh </td><td> Chester</td></tr> -<tr><td>Columbus </td><td> Decatur</td><td> Hannibal</td></tr> -</table> - - -<h3>Other Well-Known Faces</h3> - -<p>A much larger number of names will suggest faces -which have become fixed in your mind by your having -seen their pictures in magazines, papers, cartoons, -etc.; men who are active in politics and the -accomplishments of the present day. These you can -connect in the same way; use the known face as -the name picture; see the two faces together; put -your mind to the comparison, make it active, feel -interested. When meeting strangers do not allow -your mind to be dormant, make it work, this is imperative.</p> - -<blockquote> - -<p><b>A dormant mind is impregnable; an active -mind is absorbent.</b></p></blockquote> - -<p>Notice how the cartoonist observes the peculiarities -of appearance and exaggerates them in his -pictures; don't be afraid to use your imagination in -your mind's eye pictures for remembering men's -names.</p> - -<p>Examples of well-known faces:</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>Mr. Bryan</td><td> Mr. Balfour</td><td> Mr. Ford</td></tr> -<tr><td>Sen. Kitchen </td><td> Gen. Pershing </td><td> Mr. Edison</td></tr> -<tr><td>Mr. Hoover </td><td> Mr. Baker </td><td> Mr. Wright</td></tr> -<tr><td>"Joe" Cannon</td><td> Mr. Daniels </td><td> Mr. Schwab</td></tr> -</table> - -<p>How many of these faces can you see clearly in -your mind's eye? How definite are they?</p> - -<p><span class="pagenum"><a name="Page_108" id="Page_108">[Pg 108]</a></span></p> - - -<h3>Make Use of Your Friends' Names</h3> - -<p>The names of your friends with which you are -thoroughly familiar will bring to your mind a clear -visual impression. You can see the face as soon as -the name is mentioned, not of the few but literally -of hundreds of people. Learn to take advantage -of this great series of Name Pictures, which you can -indelibly hitch to the Face Picture of the stranger -who chances to bear the same name. Use the same -method as before, see the two faces clearly, compare -them to make the mind's eye picture of the -friend's face definite. Use motion, think, become -interested, and every other means to make a strong, -lasting impression.</p> - - -<h3>Observe the Facial Appearance</h3> - -<p>The peculiarities of appearance which are easily -detected by the physical eye constitute one of the -most helpful methods of associating the face and -the name together. You will find as you practice -that this means is very often available. It is not -possible to take advantage of this opportunity, however, -unless you are observing. In fact, to the unobserving -person there is no peculiarity about the -appearance and therefore no aid.</p> - -<p>For this purpose it will pay to give considerable -attention to the development of the observation. -You will find the stranger's appearance more and -more helpful to you as you develop your ability to -observe keenly the faces of the persons whom you -meet. Many people have some distinctive or prominent<span class="pagenum"><a name="Page_109" id="Page_109">[Pg 109]</a></span> -characteristic which will directly suggest the -name, or with which the name may be associated.</p> - -<div class="figright"><img src="images/i_109.jpg" alt="" /></div> - -<p>Note this peculiarity of the stranger's face, and -quickly associate it with the name as you hear it. -Use your imagination and -strengthen the association as -much as possible, enlarge -and make more prominent -the peculiarity which you -have noticed. If you meet a -Mr. Cole and his hair is -dark, note the fact. See his -hair as black as coal, in your -picture. Imagine taking a -big piece of soft coal and -rubbing it over his hair to -blacken it. The picture here is for Mr. White; note -his snow-white hair and mustache; note these facts -carefully, they will suggest the name immediately -upon your seeing the face again.</p> - -<p>Sometimes you can use the whole face, sometimes -only certain peculiarities, a deep wrinkle, a scar, a -blemish, etc. Sometimes it will be the general build -of the body or the expression of character. Sometimes -the similarity will be very noticeable. Other -times the decided contrast will be as useful in fixing -them in mind.</p> - -<p>Color of hair or complexion is often helpful and -may be more apparent if you use the idea of changed<span class="pagenum"><a name="Page_110" id="Page_110">[Pg 110]</a></span> -spelling, or taking the name as it sounds rather than -as it is spelled. A few examples follow:</p> - -<blockquote> - -<p>Mr. Short is a small man—short.</p> - -<p>Mr. Biggar is short and slender, suggesting that -he could be bigger.</p> - -<p>Mr. Stout—is very slender.</p> - -<p>Mr. Smiley—is stern and cross looking.</p> - -<p>Mr. Gray—has gray hair.</p> - -<p>Mr. Redman—has rosy, pink cheeks.</p> - -<p>Mr. Molar—has a large mole(r).</p> - -<p>Mr. Fisher—has deep wrinkles, fissures.</p> - -<p>Mr. Baldy—is very bald.</p> - -<p>Mr. Reddish—has sandy hair, reddish.</p> - -<p>Mr. Remlinger—is bald with a rim of hair lingering.</p> - -<p>Mr. Eyer—has bright, keen eyes.</p> - -<p>Mr. Cloes—looks close and stingy.</p></blockquote> - - -<h3>Other Helpful Associations</h3> - -<p>The circumstances under which you meet a -stranger may easily lead you to a strong association -which will impress the face and name strongly upon -your mind.</p> - -<p>To meet—</p> - -<blockquote> - -<p>Mr. Dombville (dumbbell) in a gymnasium suggests -a good picture.</p> - -<p>Mr. Long—keeps you a long time talking, and you -easily remember the name when you meet him -again.</p> - -<p>Mr. Pugh (pew) you may meet at church.</p></blockquote> - -<p><span class="pagenum"><a name="Page_111" id="Page_111">[Pg 111]</a></span></p> - - -<h3>Vocational Hints</h3> - -<p>Something about a man's business or the things -he sells may help you. When you meet a man and -find difficulty in picturing his name ask him what -business he is in; this is well to know and may be -helpful in remembering the name. All the examples -given in this lesson are actual circumstances, -not flights of imagination. This vocational idea is -helpful because it starts you thinking about the -name. Thought is the important factor. If you -will learn to think intently you will remember.</p> - -<blockquote> -<p>Mr. McCash—is employed in a bank.</p> - -<p>Messrs. Puls & Puls—are dentists.</p> - -<p>Mr. Caution—is a banker.</p> - -<p>Mr. Kamerer—sells Kodaks (cameras).</p> -</blockquote> - -<h3>The Thought Channels</h3> - -<p>The law of association is wonderful in its operations, -and the principles upon which it operates can -be relied upon to help in cases where it seems almost -impossible to make a picture impression. The -thoughts you think when you see the face will return -when you see it again, just as the conversation -and other circumstances do. In trying to remember -names that are difficult to picture, think intently -about them, silently ask and answer questions about -the person or his name, think of the peculiarity and -just how it is spelled. See the name spelled in large -letters, clear and definite. The Law of Association -will tend to recall these impressions when you<span class="pagenum"><a name="Page_112" id="Page_112">[Pg 112]</a></span> -see the face, and by their aid you will in most cases -be able to recall the peculiar and difficult name.</p> - -<p>Because a name is difficult few remember it, and -its possessor is "bored to death" by continually repeating -and spelling it. Here is your greatest opportunity; -to remember this name will make a -greater impression than if it were an easy one. -When you feel that you cannot do anything else -with a name think intently about it, make your mind -active, become interested, stimulate some strong -feeling of pleasure at meeting him, give the impression -a strong stimulus.</p> - - -<h3>Review Is Essential</h3> - -<p>In an earlier chapter we found that a mind's eye -picture would last for hours, but if discarded, or -not reviewed, it would gradually fade away, time -will inevitably erase it.</p> - -<p>We also learn that to retain an impression permanently -it must be reviewed several times and -preferably at frequent intervals. Names of the people -you meet, whom you wish to remember, must -become permanent knowledge and must be reviewed -or you cannot expect to accomplish the result. -While the visual picture can make the strongest possible -impression it will not become permanently -available unless reviewed.</p> - -<p>This review and practice in the use of the visual -faculty will gradually improve the strength of the -mind's eye picture and develop the habit of attention<span class="pagenum"><a name="Page_113" id="Page_113">[Pg 113]</a></span> -and concentration. The first review should be -made shortly after the first impression, to insure its -being distinct and vivid. Even while talking with -the party see again your name picture associated -with the face. Most names get away from you during -the first thirty seconds after hearing them. -Quickly make your Name Picture, associate it with -the face and then review it. After a short interval -do it again; when the party leaves call him by name -and as soon as he is gone review the mind's eye picture -of his Face and Name.</p> - -<p>It is helpful to call a stranger by name during the -conversation, speaking it clearly and distinctly. This -will be of special value to those who have found that -they are ear minded.</p> - -<p>When being introduced to a group of people whose -names you wish to remember, do not go rapidly, take -a reasonable time to each name. After you have met -four or five find some opportunity to glance back and -review the faces of their associated Name Pictures, -then meet a few more. As soon as possible review -all the names in your mind. In no other way can -you expect to remember a number of them. At least -not until you have gotten considerable practice, and -this is the way to practice.</p> - - -<h3>Methodical Review Best</h3> - -<p>This review of the names of the strangers you have -met is one of the very necessary links in your success. -You should do so each evening, or at some<span class="pagenum"><a name="Page_114" id="Page_114">[Pg 114]</a></span> -other convenient time of the day. Quietly go over -the day's experiences and recall the faces and names -of all the people whom you have met. Each name -should be reviewed several times, by means of this -review you can meet and name the stranger often -enough to make his name as familiar as you wish. -When he meets you the second time, you will surprise -him by readily calling him by name. He may -say, "Why, how do you remember my name; you -only met me once?" The fact is you have met him -as many times as you have visually reviewed his -name and face together.</p> - -<p>The most accurate method of review is to write the -name of each stranger into a small note book, or on -a pad on your desk. Each time you review the name -check it off; after you have checked it five or six -times you will be familiar with it and can dispense -with further review.</p> - -<p>Merely to go over the list and check the names is -of very little value, the review that will get results -is the visual review of your associated picture. See -both the name and face pictures again, review -names and faces just as you would House and Clock -by seeing the picture.</p> - - -<h3>A Review Test</h3> - -<p>Use the pictures of men given in this chapter, and -review; as you read each name stop a moment and -see the face as clearly as possible in your mind's eye.</p> - -<p><span class="pagenum"><a name="Page_115" id="Page_115">[Pg 115]</a></span></p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>Mr. King</td><td> Mr. Smith</td><td> Mr. Grant</td></tr> -<tr><td>Mr. Perrett</td><td> Mr. Holland </td><td> Mr. White</td></tr> -<tr><td>Mr. Woodhead </td><td> Mr. Gillette</td></tr> -</table> - - -<h3>Good Observation Necessary</h3> - -<p>While it seems easy to retain a picture of the face, -yet the value of the impression for quick and accurate -recognition will depend upon the observation of it. -The games and exercises given in the first book will -have developed this faculty in the child, but you -should call his attention to the value of it here and -urge the importance of making a special effort with -the faces of the people whom he meets.</p> - -<p>After the person, to whom the child has been introduced, -has gone, see how much of a description he -can give you of him. Help him to be systematic in -his observation. First, estimate his height, weight, -and general build. Second, tell the color of his hair, -eyes and complexion; size and shape of his nose, -chin, etc. Third, how did the child like him? Encourage -him to form a definite conclusion as to just -what kind of a person the visitor is. This is important -and will be helpful later, but will need careful -guidance in the formative years. Helps which you -can give in reading character should be imparted -to the child. Tell him all that you can of how you -judge and estimate people, encourage him to study -this important subject as he grows older. There are -very helpful and scientific books available on this -subject.</p> - - - -<p><span class="pagenum"><a name="Page_116" id="Page_116">[Pg 116]</a></span>The ability to recognize and remember people, -without regard to their name, is based upon just this -kind of an observation and study of them. Observation -is the resulting mental image after the removal -of the object from view. Your ability to observe -people is measured by what you can definitely -recall about them when they are gone. Recognition -of them will be based upon the memory of just these -points mentioned and in turn the memory, of course, -can be no more distinct than the impressions made -upon the brain while the person was before you. -Observation then is the basis for the recognition of -people, and to improve it is of utmost importance.</p> - - -<h3>Systematic Observation of Faces</h3> - -<p>There are three principal steps or points to be -noticed. First, the size and general build. This can -be done while the person is approaching as well as -at the introduction. Because of the similarity of -faces the size and build of a person will often be the -point that will insure accuracy in recognition. You -see a person at a meeting who looks very much like -Mr. A whom you met yesterday, but Mr. A was a -tall, slender man, this man is of medium build, and -so the difference in size helps greatly in determining -the identity. When meeting a stranger get a general -outline picture of him. It will be helpful to -make a mental comparison between the stranger and -yourself, as to size, etc.</p> - -<p>Second, the observation of the face should be especially<span class="pagenum"><a name="Page_117" id="Page_117">[Pg 117]</a></span> -keen and attentive, both for purposes of recognition, -and because the face becomes the Hitching -Post for the name. When being introduced, and -during the conversation, study the face carefully. -First as a whole for a general impression, and then -in detail. Notice the hair first, determine its color, -condition, heavy, sparse, bald or curly, and note any -peculiarity. Then observe the eyes, nose, mouth, -ears and complexion. Form the habit of starting at -the top of the head; be systematic; and let the attention -move from one feature to another.</p> - -<p>What is the result, how much will you later recall? -No more, and in fact no less than you can now see in -your mind's eye picture when you look away or -close your eyes for a moment. Apply this test and -then look back again and improve the mind's eye -picture. Add to it as much more detail as possible. -Be especially careful about noticing the peculiarities -of this face; any wrinkle, blemish or oddity of any -kind will be helpful in later remembering it.</p> - -<p>A natural memory for faces may be good, but it -can be improved, this kind of definite effort will get -results. Any uncertainty in recognizing people will -be largely eliminated by improved observation. For -practice in this observation of faces use pictures in -magazines or papers as well as the faces of the people -you meet.</p> - -<p>Third, let the observation of the face be crystallized -into a definite opinion regarding this person. -Instead of considering him as an object of which you<span class="pagenum"><a name="Page_118" id="Page_118">[Pg 118]</a></span> -are trying to get an especially good mental picture, -consider him now as an individual and decide how -you like him. Help the child to form correct opinions. -To know the business in which he is engaged, -place where he lives, his avocation, and favorite form -of recreation will all aid in forming a strong and -definite impression of this person. It is not always -possible to go to this extent, but get as far as you -can with it, the more you succeed the more help you -will have in remembering. Each effort will aid the -memory in that particular case—and help to form -the valuable habit of close observation.</p> - - -<h3>The Game of Faces</h3> - -<p>Get a number of pictures of strange faces, such as -you often see of a convention, or take them from -magazines. Cut them apart and take five of these -faces and observe them carefully. Make a deliberate -effort to note any peculiarity of these faces or -anything about them that will help you to identify -them. Mix the five among the rest, now run through -the entire group of pictures and see if you can, without -hesitation, pick these five from the others. Practice -until you can do this. Leave these five faces -out of the group and select five more; observe these -in the same manner. Now mix the last five with the -large group and identify them as you did the first -five. Now take the ten and shuffle them into the -large group and identify them the second time. -Divide the ten in the two original groups of five so<span class="pagenum"><a name="Page_119" id="Page_119">[Pg 119]</a></span> -that you have the first five and the second five separate. -When several children are playing this game -together a score may be kept.</p> - -<p>Mental operation becomes habitual and such practice -will help the child form the habit of close observation -of faces. The more difficulty he has in accomplishing -this the more it shows his need of just -such mental training. Let a week or so elapse and -then go back to this same group of pictures and try -the same exercise again, urge the child to look away -once or twice and to make a real effort to build up -his mind's eye picture.</p> - -<p>Have several sets of pictures of faces so that this -exercise can be continued as often as possible.</p> - - -<h3>Progress by Practice</h3> - -<p>To recognize people accurately and to be able to -call by name is a wonderful asset in business or in -social life. Your children can have this advantage if -you will see to it that they realize its importance and -make a deliberate effort while young. They will easily -form the habit and thank you for it all their lives.</p> - -<p>The ideas and principles in this chapter should be -studied by the parent and imparted to the child as he -advances in years and becomes able to use them. Do -not make the common error of waiting too long or -expecting the child to get this for himself. We all -like to have children remember our names as well as -to have elders do so. The pictures which appear on<span class="pagenum"><a name="Page_120" id="Page_120">[Pg 120]</a></span> -the preceding pages were for the purpose of practice -and should be learned.</p> - - -<h3>The Name Game</h3> - -<p>Take the same pictures used in the Face Game, on -page 116, and put the names of each on the back. -Now learn the name of five, making good strong -name pictures, use every idea suggested in the chapter. -Review the five and learn five new ones, now review -the ten, and follow this plan until you have -learned not less than twenty names.</p> - -<p>Take the twenty learned and shuffle them and lay -them one at a time on a table in front of you. Try to -name the person instantly; wait only a moment and if -you do not recall his name, place the card in a pile by -itself. Go through the twenty and see how many you -can name; do this often for practice. Use this group -every day until you are familiar with all. Enlarge -the group by learning ten new ones each day. When -possible have some one hold the pictures for you. Try -always to improve the score and also to decrease the -time necessary to name the group. If there is more -than one person learning the names, make a game of -the idea, each taking the picture which he names -first, seeing who can get the largest number.</p> - - -<h3>The Game for Quick Naming</h3> - -<p>After several persons have learned the names of -the pictures shuffle the cards and deal equally to the -players. The one to the right of the dealer lays a picture<span class="pagenum"><a name="Page_121" id="Page_121">[Pg 121]</a></span> -in front of the player on his right and immediately -starts counting slowly from one to ten. The person -on his right must name the picture before the -other counts ten. If he succeeds in doing so he takes -the card and starts a pile in front of him on the table -face down. If he fails, the one on his right has an -opportunity to name the face while the one showing -the card again counts ten. The opportunity to name -this card passes on to all players, the first one giving -the correct name keeping the card and continuing -the play by showing one of the dealt cards to the person -on his right. If no one succeeds in naming the -card, the one playing it tells the name and adds the -card to his pile on the table and shows another. The -play continues as long as any one has any of the cards -dealt. When all are out each counts his pile on the -table, secured by properly naming them, and the one -having the largest number wins.</p> - - -<h3>The Game of Introductions</h3> - -<p>Take a group of strange pictures and have someone -show five or more to you and name them as if you -were being introduced to strangers. Use your knowledge -of how to impress the faces and names upon -your mind. Do not pass them too quickly; take time -to be sure. Just this practice which you are now -doing will make it possible for you to go more rapidly -and at the same time to be accurate.</p> - -<p>After you have been introduced to the group of -pictures, let the person hold up any one, you naming<span class="pagenum"><a name="Page_122" id="Page_122">[Pg 122]</a></span> -it, and so on through the group. Keep at this Introduction -Game until you have become able to meet ten -strangers and later name each.</p> - -<p>Think what this ability will mean to you in business -and in winning the favorable attention of your -fellow men. Carry a few small pictures in your -pocket, using odd moments in which to practice with -them. Paste them on cards and use them while riding -on the street car. Practice for profit.</p> - - -<h3>Suggestions to Travelers</h3> - -<p>Traveling salesmen or others whose work takes -them back to a city occasionally will find great help -in keeping a written list of the names of those whom -they have met in each city. Carry the book with you -and as you are traveling towards the city, exercise -your mind by going over the list and making a visual -review of the faces and names of those whom you -may expect to meet when attending to your business -in this city. It will prove to be valuable to refresh -your memory from time to time.</p> - - -<h3>Same Principles Involved</h3> - -<p>The problem of remembering names is the same as -remembering anything else and can be solved by the -use of the same general principles. Attention and -concentration are necessary and produced by the -visual picture. To recall this name at will you take -advantage of the Law of Association, and hitch the -Name Picture to the Face Picture. The face becomes<span class="pagenum"><a name="Page_123" id="Page_123">[Pg 123]</a></span> -our Hitching Post and when you see it you see with it -the mind's eye picture of the name.</p> - -<p>Name should become permanent knowledge and -this is accomplished by an occasional review until -you have made a permanent impression.</p> - - -<h3>Remembering the Initial</h3> - -<p>It is sometimes necessary to remember the initial as -well as the name. Often it is as hard to remember -initials as it is figures, because they have no definite -meaning. An inquiry as to the names which the initials -stand for, will be very helpful. It is much easier -to remember George Henry than the initials G. H.</p> - -<p>Initials which occur in alphabetical sequence are -easily remembered and many times you will find -that the first letter of the name continues the sequence, -as: R. S. Thompson; F. G. Hibbard; D. -E. Ferris.</p> - -<p>Sometimes you will find the initials spelling a single -word, as E. D. which can be taken to represent the -given name "Ed", which is short for Edward. You -will find many cases where the initials will spell a -simple word such as:</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>R. A. Gunn (Rag).</td><td> P. A. Scott (Pas-s).</td></tr> -<tr><td>R. I. Pitt (Rip).</td><td> J. A. Marks (Jam).</td></tr> -</table> - -<p>At other times the initials will be those of names -which are familiar to you because of historical, political -or other well known associations, as:</p> - -<p>S. A. Burke—will remind you of Samuel Adams -Burke.</p> - -<p><span class="pagenum"><a name="Page_124" id="Page_124">[Pg 124]</a></span></p> - -<p>W. J. Casper—will suggest William Jennings Casper.</p> - -<p>There are many initials which will represent titles -or well known ideas such as the names of lodges and -societies:</p> - -<p>D. A. Rasmussen can easily be associated with the -D. A. R.—Daughters of the American Revolution.</p> - -<p>C. E., Christian Endeavor or Civil Engineer.</p> - -<table border="0" cellpadding="4" cellspacing="4" summary="table"> - -<tr><td>D. R., Doctor.</td><td> P. M., Post Master.</td></tr> -<tr><td>A. D., Anno Domini.</td><td> N. W., North West.</td></tr> - - -</table> - - -<h3>Make Initials Into Words</h3> - -<p>Another helpful idea is to make words beginning -with the initial, either descriptive words, or those -that can be associated with the business. You meet a -Mr. R. E. Pasley in a real estate business—R. E. Pasley, -Real Estate Pasley.</p> - -<p>R. I. Sterns (a printer)—Red Ink Sterns.</p> - -<p>H. R. Paul (hat dealer)—Hat Retailer Paul.</p> - - -<h3>Both Initials In One Word</h3> - -<p>In many cases the two initials can be formed into -the same word, the first letter of the word being the -first initial and the last letter the last initial. The -following are some examples:</p> - -<p>H. R. Gray. His hair is gray which helps to remember -his name and the initials can be made into -the word HaiR—HaiR Gray.</p> - -<p>L. T. Robinson, LighT Robinson. (Mr. Robinson is -a light blond.)</p> - - - -<p><span class="pagenum"><a name="Page_125" id="Page_125">[Pg 125]</a></span>M. L. Harber, MilL Harber.</p> - -<p>C. D. Dauchy, CarD Dauchy.</p> - - -<h3>The Price Must Be Paid</h3> - -<p>You realize full well the value of the ability to call -people by name. You have often wished that you -had this ability. It is one of the priceless assets in a -successful business career, and to attain it is to reach -one of the high principles of mental development.</p> - -<blockquote> - -<p><b>The ability to remember proper names is not -an exceptional gift, but is an acquired faculty -based upon the use of simple means and of -personal effort.</b></p></blockquote> - -<p>Knowledge is power, but only when applied. All -the knowledge in the world is of no value to its possessor -unless used. You are successful in life just in -proportion as you are using the knowledge which you -have.</p> - -<p>A dependable memory for names as well as faces -is within your grasp. The knowledge imparted in -this lesson, simple as it may seem, has been used by -thousands of business men to develop reliable memories -for Names and Faces.</p> - -<p>You will have many opportunities to prove it in the -next few days. Be true to the method. Make a deliberate -attempt in each case. Force your mind to -wake up and get on the job. Do not be content until -you have a definite association which you are going -to use to remember each particular name.</p> - - - -<p><span class="pagenum"><a name="Page_126" id="Page_126">[Pg 126]</a></span>Under no circumstances allow yourself to neglect -the review. Each review adds new strength to the -impression. Only strong impressions can be recalled -at will. Make it a part of your business to remember -the names of the people to whom you are introduced. -Know every customer; if the list is a long one, do not -expect to learn them all in a week, but do not let a -day pass without fixing definitely in your mind the -names of several. Children should learn the names -of every scholar in the room and of all the teachers -in the school.</p> - -<p>The persistent use of this definite knowledge will -accomplish results that now seem impossible. It is -the use of the knowledge that will bring progress.</p> - -<blockquote> - -<p><b>"He who learns and learns and acts not what -he knows is like the man who plows and plows -and never sows."</b></p></blockquote> - -<p>You may feel yourself handicapped in life because -of a poor memory. This shortcoming can reasonably -be charged to a lack of right knowledge.</p> - -<p>You cannot say as much for your children now. -What will you do to help them form the Memory -Habit early in life? Do not wait for them to do this -for themselves; it should be done now. You are the -child's guide—you are largely his will power. The -responsibility is squarely up to you.</p> - -<p>Nature's rewards are ample. You will both be -fully repaid for every bit of effort.</p> - - - -<p><span class="pagenum"><a name="Page_127" id="Page_127">[Pg 127]</a></span>Nature's rewards are just. You or your children -will never reap the reward of a good memory until -both have paid the price of effort.</p> - -<p>Your child WILL grow—he cannot stand still or -wait for your convenience.</p> - -<p>He will form the Habit of Remembering or the -Habit of Forgetting—which shall it be?</p> - -<p>You can multiply the profits of his life by helping -him to master his Memory—otherwise it will master -him.</p> - -<p>Practice is the great need. Play the games and -develop the brain.</p> - -<hr class="chap" /> - -<div class="transnote"> - -<h3>TRANSCRIBER'S NOTES:</h3> - -<p>There are inconsistencies in the Table of Contents regarding chapters -and sections, as well as incorrect page references. The Table of Contents is presented as it appears in the -original with page references corrected.<br /> -<br /> -Obvious spelling and punctuation errors have been standardized.</p></div> - - - - - - - - -<pre> - - - - - -End of the Project Gutenberg EBook of Miller's Mind Training for Children, -Book 2 of 3, by William Emer Miller - -*** END OF THIS PROJECT GUTENBERG EBOOK MILLER'S MIND TRAINING VOL. 2 *** - -***** This file should be named 55508-h.htm or 55508-h.zip ***** -This and all associated files of various formats will be found in: - http://www.gutenberg.org/5/5/5/0/55508/ - -Produced by MFR, David E. 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You may copy it, give it away or -re-use it under the terms of the Project Gutenberg License included -with this eBook or online at www.gutenberg.org/license - - -Title: Miller's Mind Training for Children, Book 2 of 3 - A Practical Training for Successful Living; Educational - Games That Train the Senses - -Author: William Emer Miller - -Release Date: September 8, 2017 [EBook #55508] - -Language: English - -Character set encoding: ASCII - -*** START OF THIS PROJECT GUTENBERG EBOOK MILLER'S MIND TRAINING VOL. 2 *** - - - - -Produced by MFR, David E. Brown and the Online Distributed -Proofreading Team at http://www.pgdp.net (This book was -produced from images made available by the HathiTrust -Digital Library.) - - - - - - - - - - MILLER'S - MIND TRAINING - _for_ - CHILDREN - - - _A Practical Training - for Successful - Living_ - - - _Educational Games - That Train - the Senses_ - - - WILLIAM E. MILLER - _AUTHOR AND PUBLISHER_ - Alhambra, California. - - - - - BY - WILLIAM E. MILLER - ALHAMBRA, CALIFORNIA - - AUTHOR OF - - _The Natural Method of Memory Training_ - - - COPYRIGHT 1920 - COPYRIGHT 1921 - - - WILLIAM E. MILLER - ALL RIGHTS RESERVED - INCLUDING FOREIGN COPYRIGHTS - - - - -CONTENTS--BOOK TWO - - - Page - - Training the Memory 7 - - The Strongest Sense Is Sight 10 - - Visual Impressions Most Accurate 12 - - Nature's Special Memory Endowment 12 - - A Memory Picture 12 - - The Visual Impression Strengthened 13 - Exaggeration 14 - Motion 16 - Unusual Associations 17 - - Value of Improved Imagination 18 - - First Picture Association 19 - - Two Mental Operations 23 - - Reversing the Process 25 - - Sharpening the Tools 27 - - List for Memory Exercise 30 - - To Develop Definite Pictures 31 - - The Law of Association 32 - - Reminder Pictures 34 - - Forming a Health Habit 35 - - Beware of Procrastination 39 - - Attention and Memory 40 - - The Child's Code List 41 - The Game of Code 42 - - Remembering Errands 44 - Errands for Practice 47 - - Important Points to Be Followed 48 - - Value of Forgetting 50 - - Alphabetical Hitching Posts 50 - - Filing Abstract Ideas 51 - - Thinking by Pictures 53 - - Uses of Hitching Posts 54 - - Speaking Without Notes 55 - - The Mind's Eye and the Story 56 - The Game of Story Telling 57 - - Two Results of Visualization 57 - - Learning Poetry and Prose 58 - Exercises for Practice 59-60 - - To Preserve Early Memories 61 - - How to Remember Figures 63 - The Number Code 66 - Forming Number Words 69 - Number Value of Code Words 74 - The Game of Number Code 76 - The Number Game 78 - The Game of Solitaire 78 - Code Words and Number Values 80 - All Hitching Posts Numbered 81 - Forming Larger Number Words 82 - Adjective as Helps 85 - Telephone Numbers 86 - Remembering Addresses 88 - Remembering Fractions 88 - The Game of Memory Demonstration 89 - - Remembering People's Names 92 - The Name of Pictures 95 - Association Next Important Step 96 - To Remember Mr. King 97 - Associating Name and Face Pictures 98 - Thought Channels 111 - Review Is Essential 112 - Methodical Review Best 113 - A Review Test 114 - Good Observation Necessary 115 - Systematic Observation of Faces 116 - The Game of Faces 118 - The Name Game 120 - The Game for Quick Naming 120 - The Game of Introductions 121 - Suggestions to Travelers 122 - Remembering the Initials 123 - The Price Must Be Paid 125 - - - - -TRAINING THE MEMORY - - -The memory is the most used of all the faculties, therefore it is very -important that it should have special attention and training. Almost -every exercise in the First Book, while developing the other faculties, -used the memory in some manner. It is necessary for the success of -most mental operations. Memory influences thought, and contributes to -character development. - -A good memory is the greatest aid to the student at any age. Lack -of knowledge of how to use and improve the memory has been a great -handicap in the life of most of us. It is no longer necessary for your -children to be continuously dependent upon the operation of the memory, -without knowing how to properly use it. From this book you will get a -practical understanding of how to develop this faculty for them. - -The young child has little conception of the importance of Memory. -Do not use your time trying to impress the value of memory upon him, -but rather in helping him to do the things which will result in the -development of this faculty. By training the child's memory you can -endow him with the knowledge and capacity which will be an ever -increasing source of profit, and for which he will never cease to thank -you. - - =To start your children in life with a trained and dependable - memory is a greater endowment than a perfunctory education or even - a fortune.= - -This is not only your privilege but your duty. The decision to do so -must be yours. At first the principal effort and persistence must come -from you. Follow carefully the instructions of this book and you will -have no difficulty in accomplishing this desirable result. - -First read the entire book, then apply the ideas and exercises -according to the age of the child. Let the children advance as rapidly -as they can master the work. Do not over urge them, or make the work -tedious. Above all, see that the children understand the principles and -apply them to all of their activities. - - =Memory is largely a habit. See to it that your children acquire - this habit early.= - -Let your effort be continuous and not spasmodic. Ten minutes a day is -far better than an hour once a week. - - -Memory Most Valuable Faculty - -The development resulting from use of the games and exercises of the -first book has already influenced the memory faculty of the child. The -faculties of visualization, observation, attention and concentration, -all contribute to the proper operation of this faculty. They are the -tools with which the desired result can be accomplished. It is of -greatest importance that these tools be sharpened and tempered by use -of the exercises given in Book One. It is now important that you know -and understand the principles and methods of memory operation. Study -this book with your children, if they are old enough to understand it. - -For smaller children follow the plan of making the instructions into -stories, and the exercises into games. Encourage the children in making -the effort necessary for improvement and to expect a great deal of -themselves. - -The story of the success of great leaders of present day business and -industrial life reveals the fact that they had an unusually retentive -memory. That their minds were great storehouses of facts and figures -regarding their business. - -Others who had worked along with them for years, but were not able -to absorb and retain the knowledge, could not progress as fast or as -far. All have the natural endowment of a good, dependable memory and -all have the faculties, which, if properly trained, will result in -conscious ability to use the memory for all the needs of successful -living. - - =Your memory is your ability to make an impression upon your brain - which you can recall at will.= - -This involves two mental processes; first, the making of an impression -upon the brain; second, the ability to recall it at will. The problem -of memory is to know how to accomplish these two things and to be able -to produce the result easily and quickly. - -Five groups of nerves connect the brain with the outside world, these -are the five senses. They are the avenues of approach over which all -impressions or sensations are conducted to the brain. - - =The ease with which any impression can be recalled will - depend,--first, upon how strongly it is made.= - -Your senses are unequal in their ability to impress the brain. Some -make stronger impressions than others, not so much because of the thing -to be impressed, but because of the natural unequal strength of the -groups of nerves. All experience or knowledge that makes a strong, -definite impression is more easily recalled than in those cases where -the impression is less distinct. - -Nature has endowed one of the senses with a peculiar ability to make -impressions upon the brain which are many times stronger than those -made by any of the others. To learn to properly use this one sense is -the greatest aid to memory improvement. - - -The Strongest Sense Is Sight - -The nerves connecting the eye with the brain are many times larger than -the nerves of any of the other sense organs and can make an impression -which is many times stronger than the impression made by any of the -others. Without your conscious knowledge this fact has been operating -all your life. The things which you have seen are the things which you -have most easily remembered. For this reason the memory of your youth -consists principally of things which you saw, or impressions made upon -your brain by the use of your eye. - -Prove this fact; recall some of your earliest recollections; how did -your brain accept these impressions? Was it through feeling, hearing, -or through seeing? It is an eye impression and is recalled in your -mind as a picture. You will find that most of the past which you can -remember is based upon the visual impression. The poet says, "How dear -to my heart are the scenes of my childhood." The scenes of childhood -are the memory of childhood. - -"Travel is the greatest of educators." Why? One reason is because you -are gathering a group of eye impressions which are the most lasting. -One psychologist defines memory, "as the act of recalling the picture -of a past experience." The fact that the visual memory is most lasting -has been known for generations, but we have failed to take proper -advantage of the fact. In making a comparison of the eye and ear -impressions upon the brain Robert Mudie wrote in 1832: "That which is -told us we may forget because of the weakness of the impressions made, -but that which we see with our own eye is proof against accident, -against time and forgetfulness." - - -Visual Impressions Most Accurate - -Besides being the strongest of all the senses, sight is the most -accurate. Psychological tests have shown the eye to be mistaken only -eighteen per cent of the time, and the ear, which is the second sense -in strength, is mistaken thirty-four per cent. Note that your sense -of sight is especially endowed with the power to make the strongest, -and at the same time, the most accurate impression upon your brain. -The first step in memory improvement is to learn the proper use of -this sense in impressing upon the brain those things which you wish to -recall. - - =For the purposes of memory, to see a thing once is equal to - having repeated it eighteen or twenty times.= - - -Nature's Special Memory Endowment - -We have a secondary or additional faculty which we call the mind's eye. -You can close your eyes and see many familiar scenes or you can combine -parts of these into new pictures that have never existed in fact. This -process of visualization produces the strongest impression upon the -brain that you are able to make. - -The greatest step in the improvement of the memory is reached when the -child realizes the value of this visual impression and is conscious of -just how to use it. - - -A Memory Picture - -Become familiar with the mind's eye picture and realize its value in -memory, then follow the exercises given here until you are able to use -it correctly for memory purposes. For practice visualize a House, use -one that is familiar to you, see it as clearly as possible. Build a -clear, definite picture as an artist would, first the outline, then add -the detail, see the slope of the roof, the chimney, the gables, then -see the shingles and the cracks between them, the bricks in the chimney -and the plaster veins between. - - =The more distinctly you can see this object, the stronger the - impression upon the brain--the longer it will last and the easier - it will be to recall it.= - -The use of the exercises on Visualization in Book One will make it -possible for you to build at once a clear picture of the House. If you -have any difficulty in doing this, follow the instructions for drawing -the outline and other suggestions given for the development of the -faculty of visualization as they are found in the first book. - - -The Visual Impression Strengthened - -To remember you must be able to make an impression upon the brain which -you can recall at will. This simple impression of the House may not be -recalled as easily as you wish, but there are three simple and natural -operations of the mind by the use of which you can strengthen this -impression to any degree necessary. By their use you can learn to make -an impression that is strong enough to be recalled at will. - - -The First Aid--Exaggeration - -[Illustration] - -A large object makes a stronger impression upon your mind than a small -one, a twenty-story building attracts your attention and impresses you -more than a two-story one. Things which you see exaggerated out of -their normal proportions make an unusually strong picture upon your -brain. The House, which you have seen standing in the yard is small; -if you wish to increase the strength of the impression, exaggerate -the size of the house and see it as large as a ten-story building. -The only limit to the size to which you can exaggerate the object is -the limitation of your imagination. You can in this way strengthen -the picture until the impression is strong enough to be recalled when -needed. - - -Others Make You Remember - -This idea of exaggeration is not new or unusual. There are two -professions whose business it is to make us remember and they use this -principle in doing it. They are the advertiser and the cartoonist. -You have seen this same exaggeration of proportion in nearly every -cartoon, but you think nothing of it. The cartoonist, however, knows -that he can make a stronger impression upon your mind by its use. -You remember the cartoon longer and recall it more easily than most -anything you read. - -One of the largest advertising companies of the country makes the -statement, "A picture is worth a thousand words when it comes to making -the public remember." Some of the most successful advertising campaigns -have been largely confined to pictures. Almost without exception -pictures drawn for advertising purposes take advantage of this -principle and strongly exaggerate the proportions. You have seen this -in the pictures used by the Goodyear Tire Company, the Bell Telephone -Company, and many others. It is illustrated in the picture given here. - -[Illustration] - - -The Second Aid--Motion - -You often pass a thing that is motionless without notice, but if it -moves it attracts your attention. While walking down the city street -you pay little attention to the show windows, but if there is something -moving in one you will stop to notice it. The sidewalk will even be -blocked by the simple motion of some thing in the display. This is the -use of motion to impel your attention. If you are in a crowd and see -a friend whose attention you wish to attract, you wave your hand or -handkerchief. Children like to see "the wheels go 'round," and we never -lose the fascination which motion has for us. A person lacking in the -power of concentration will fix his closest attention upon the moving -picture or object. - -Just as the motion picture is more attractive than the old style -stereopticon, so motion introduced into the visual pictures for memory -purposes will increase the impression upon the brain and increase your -ability to recall it. - -[Illustration] - -To still further strengthen the impression of the House, see it in -motion instead of standing still. See it on wheels moving down the -street or blown from the foundation by a strong wind. The farther you -see the object move, or the more rapid the motion, the stronger the -impression. - - -Third Aid--Unusual Associations - -[Illustration] - -When you go home in the evening the first thing mentioned is the -unusual happening of the day. Those things which have been most out of -the ordinary are the first mentioned in your conversation. If some very -unusual circumstance has thrust itself upon those at home, they will -rush out to meet you, to tell you perhaps that "The cat devoured the -canary." All unusual circumstances impress the mind in such a manner -that they are very easily recalled. To see the House balanced on one -corner instead of in its usual position upon the foundation, will -strengthen the impression of the picture already made. Take advantage -of this natural fact and when you wish to remember make the picture an -unusual one, even make it grotesque or ludicrous. - -There is no limit to the degree in which you can use these three -natural mental operations. Your exaggeration of a pin can make it -appear the size of a pencil or a telephone pole, or as tall as a -twenty-story building. You can see it move a foot or two or swinging in -a pendulum-like rhythm or dancing upon a hill. - -Thus the use of these three principles makes it possible for you to -place upon your brain an impression of whatever strength you choose. If -the first one is not recalled readily you know how to make a stronger -one. Simply exaggerate the size, move it farther or more rapidly and in -a more unusual or ludicrous manner. - - -Value of Improved Imagination - -The unusualness of this picture is dependent upon your imagination. -This idea of picture making for memory purposes is two-fold in its -value. It results in a better memory and strengthens the productive -imagination. The exercises in Book One will help you to use your -imagination for these memory pictures, and making them is one of the -best exercises for the development of the imagination. - - -Practice Makes Perfect - -You now know how to make a strong impression upon your brain. This has -proven to be the most valuable aid to a better memory. Thousands of -successful men have learned to use it practically in their work. It -is the greatest aid to students in assimilating and recalling their -studies. - -You have the knowledge, but to be of value you must practice with -it sufficiently to prove its usefulness and to learn to apply it -accurately. This practice can be gained in a variety of ways; the -essential thing is that you train yourself to make strong visual -impressions upon your brain, to see the pictures clearly and to know -that you are recalling them accurately. For practice let us use a list -of common objects. - -In order to recall a list of objects or a series of any kind, instead -of making separate pictures of the objects, combine two in each -impression. If you will follow the method used in making the following -Memory Pictures you will find that it will enable you to recall the -objects at will. We will use a list of objects that have no natural -associations, that you could not easily remember by any other method, -yet when you use this visual process the matter is a simple one. - - -First Picture Association - -The first word of the list will be the House, the second Clock. We have -already made a strong visual impression of the House, by seeing it in -an Exaggerated, Moving, Unusual picture. We could make as strong an -impression of the Clock in the same way, but to be able to recall the -word following House, we must see the two objects together in the same -picture. To see a large Clock standing alongside of the House, will -make a strong impression. A stronger one may be made by exaggerating -the size and proportion of the two objects. To further strengthen it -you can use unusual motion, such as balancing a huge Clock on the edge -of the House. Now introduce motion, see the Clock topple and roll -down the roof and fall to the ground. To get the full value of this -impression upon your brain, close your book and see the picture in -your mind's eye. If it does not seem distinct close your eyes, or take -a pencil and try to draw the picture. This will help you to see it -more clearly. See the Clock rolling down the roof, see it fall to the -ground, make it seem real and as distinct as possible. - - -Add Flowers to the List - -To do this make a large moving picture of Clock and Flowers. See the -Clock decorated with flowers and large bunches tied to the end of each -of the hands. See them going around. Add the colors, make all the -detail bright, and become interested in the picture. Fix your attention -on it as you have learned to do in the first book. Note the changes. - -[Illustration] - -In each of these pictures there are two objects, never more and never -less. Do not see the House in this second picture. Always drop the -first object when adding a new one. - - =Memory Pictures Should Always Contain Two Objects.= - - -Flowers and Circus - -Continue the list by adding the word Circus. Picture the new word with -the last one which was Flowers. Let your imagination see the Flowers -playing in the circus tent, see them riding the horses, or have the -performers all dressed in flowers; any picture clearly visualized and -concentrated upon for a moment will produce the desired result. - - =The length of time that an impression will last, depends first, - upon the vividness of your picture.= - - -Circus and Soldier - -Add this new word by exaggerated motion picture of the Circus and the -Soldier. Make your own picture, see that it is definite and let the -mind dwell upon it for a moment. - - -Soldier and Church - -Proceed in the same way as before, but do not go on with the list until -you have visualized the picture clearly. A dim picture will not last -long and will be recalled with difficulty, if at all. - - -Church and Rocks - -Not stones, but great, rough, rugged rocks piled high. See them -clearly, let them fall on the Church and damage it. When recalling -your pictures you will need to be sure of the object and to recall the -exact word. The ability to do this will depend upon the vividness and -definiteness of the picture as you see it the first time. - - -Rocks and Auto - -Here is an opportunity to imagine and picture an auto accident. Make -your own picture and photograph it upon your mind. - -Proceed with a few more pictures, making each clear and definite and -do not yet attempt to recall them; just visualize each two objects in -turn. - - -Auto and Shoes - -Shoes and Dishes - -See each two objects in a separate Memory Picture. Now review the list -beginning with House and Clock, Clock and Flowers, etc. Let one picture -suggest the next in which one object of the preceding picture always -appears. Repeat the list slowly, recalling the two objects in each -picture. Do this without looking at the list; there are ten separate -objects you can check by keeping count. - - House and Clock. - Clock and Flowers. - Flowers and Circus. - Circus and Soldier. - Soldier and Church. - Church and Rocks. - Rocks and Auto. - Auto and Shoes. - Shoes and Dishes. - -Review the ten pictures until they can be recalled without difficulty, -and until all are clear and distinct. Each time you review, see the -same picture as originally made, do not change it, except to add more -Exaggeration, Motion or Detail each time and make it more distinct -and definite. You will have experienced the fact, that in each case -where you made and visualized a good picture you remembered the -words without difficulty. Where the picture is not strong you have -trouble in recalling the word. Any picture that can not be recalled -easily can be made to do so by adding more of the three elements, -Exaggeration, Motion and the Unusual. Take the poorest picture, the one -most difficult to recall, exaggerate the size of the objects, or make -them move farther or faster, stand them on their heads or do any thing -unusual and see how much easier you can recall it the next time. - - -Two Mental Operations - -There are two distinct operations in this method. First the Imagination -takes the two objects and determines how they shall be arranged; what -they shall do; or how they are to look in the picture. Second, the -mind's eye photographs the picture so arranged by the imagination. The -impression is made upon the brain when the picture is photographed. -You may decide upon a good combination of the objects, but if you do -not SEE the picture you will not remember. The impression is made upon -the brain when the mind's eye actually sees the picture which your -Imagination has constructed. Just as the photographer first arranges -his group in the manner that he thinks will make the best effect, then -presses the bulb and exposes the plate. If he only arranged the group -and did not expose the plate he would have no picture, and so, if you -imagine the picture and do not SEE it, you will have poor memory. - - -Add to Your List - -In the same way form pictures of the following objects. Use your own -imagination to bring the objects together into motion pictures. In -adding to your list, always begin with the last object and revisualize -it with the new object. Thus you will link all together in an endless -chain. Make memory pictures of the following: - - -Dishes and Wagon - -Pile the dishes high upon the wagon and see them rattle off and break -as the wagon moves. Be a cartoonist, make unusual pictures. - - -Wagon and Table - -Make your own picture, and fix your attention upon it for a moment by -seeing the details. What kind of a wagon is it? What color? How drawn? - - -Table and Carpet - -See the color and pattern in the carpet. - - -Carpet and Fence - -Fence and Bread - -It will be easier for some to make the Memory Pictures into a story, -that is to see the Dishes thrown at the Wagon and fall off onto the -Table where they are put into a Carpet and hung up on a Fence, which -has a loaf of Bread on the top of a high picket. This story can -continue indefinitely, as long as your imagination adds to it. There is -a danger, however, in this kind of a picture; it is in the tendency to -see more than two objects in each picture. The idea may be continuous, -the picture must never be. It may be a continuous idea connecting -separate and distinct pictures but you must be sure to drop the first -object before you add the new one, so that there are but two objects in -each. Continue picturing these words in pairs as you did before, using -the story idea if it seems easier. - - =Bread and Walk.= - =Walk and Lamp.= - =Lamp and School.= - =School and Stove.= - =Stove and Piano.= - -Now, go back to Dishes and review the pictures, naming both objects in -each picture. Can you see each clearly? If not, strengthen the picture, -put in more motion, or make it more unusual. - -Without the aid of the list go back to the House and recall the -entire series from House to Piano. After you have succeeded in this, -try to see the series of pictures and speak them as a list, thus, -House--Clock--Flowers--Circus--Soldier, etc. Do this a couple of times -until it can be done without hesitation. - - -You Can Reverse the Process - -Test the availability of these visual impressions that you have made -by starting with the picture of the Piano and follow each picture -carefully back to the House. Thus, Piano--Stove--School--Lamp--etc. - -You now have a series of twenty unassociated words so impressed upon -your mind that you can say them forward or backward. You can as easily -begin in the middle and go either way, or you can think of any word at -random and tell which word precedes it or follows it in the list. - - =Strong visual impressions properly associated can be recalled at - will.= - -It has taken some time to make and photograph these pictures, practice -will soon make the process so easy and natural that the same result can -be accomplished in a few seconds. It is not unusual for children, after -a little practice, to take a list of twenty words and visualize them in -one careful reading, so that they can recall them in any order desired. -Practice will do the same for all regardless of how difficult they may -find the idea at first. All have the faculties, awaken them and make -them serve. - -The important thing is not that the child has easily learned a list of -words which he can repeat forward or backward, but the fact that he -has experienced the memory value of a definite mental operation. The -learning of the list is merely the exercise through which the process -of visualization is applied to the memory. The child may possess the -knowledge, but practice is the only way to make it most useful. This -same kind of exercise should be continued and will later lead to many -practical applications. - - -Three Steps Necessary - -All educational progress has three steps, To Know; To Do; To Be. What -a child becomes as he grows to manhood depends upon what he DOES, with -what he KNOWS. - -Knowing is the first essential, but without the doing there is little -result. The purpose of this book is memory development. - - =The improvement of the memory will depend upon what the child - does with the knowledge he receives.= - - -Sharpen the Tools - -Your experience has proven that poor, weak impressions are recalled -slowly and with difficulty. At the same time when you succeed in -recalling a poorly made impression it is indistinct, it lacks that -clear definiteness which brings assurance and confidence. To overcome -this you need to sharpen the tools with which the impressions are made -upon the brain. You cannot expect the best results from untrained -senses any more than a carpenter can expect to do a fine quality of -work with dull tools. - -The senses can be sharpened and improved as you have seen in the First -Book, but practice is the whetstone and every stroke will produce -its proportionate result; without it you can not expect to become -proficient in anything. The methods by which the senses can be trained -are suggested in the First Book, and if they have been overlooked, or -slighted, you can now see the importance of paying proper attention to -them. - - =Practice is the motive power which can propel you along the road - of progress toward the goal of perfection.= - - -Continue the Memory Pictures - -In the same manner in which you learned the first twenty words fix the -following in mind. Begin with the last object of the previous list, -Piano and add the next one, Spoon. - -Now, add to Spoon, Road. See a Spoon with arms and legs running down -the Road. Make a real cartoon of it. Continue to picture the words in -pairs, always dropping the first when adding a new one. Now take Road -and Picture; Picture and Desk; Desk and Window; Window and Apple; Apple -and Book; Book and Door; Door and River. - -Stop a moment and review these Memory Pictures, first in pairs as Piano -and Spoon; then as a list. Now go over the list backwards. - -Add more words and be sure you stop each time to see a clear, definite -picture. You must fix your attention upon it for a moment, use motion, -exaggeration and the unusual. - -Picture River and Dress; Dress and Hammer; Hammer and Ball; Ball and -Train; Train and Gun; Gun and Moon; Moon and Curtain; Curtain and -Pepper; Pepper and Bed; Bed and Scissors. - -Review the series as before, those pictures which come slowly should be -improved. With the book closed, start with House and repeat the entire -list. See each picture clearly before you speak the word, even though -you may feel sure what the following word is, see the picture first, -this will insure accuracy. Then begin with Scissors and go through the -series of pictures backwards working your way, picture by picture, back -to House. Take time to be accurate, do not try to go rapidly at first. -See each picture and try to see it more clearly, adding all the detail -you can. Mental exercise is necessary to development. See that you -perform this one often and accurately. - - -Have Learned Forty Words - -When the child can say the list he has learned a series of forty words -which he can repeat forward and backward. These words are unassociated -and would be difficult to learn by the old cumbersome method of -repetition. Yet the feat is accomplished easily by the application of -these simple and natural principles. - - -Be Gratified But Not Satisfied - -Do not be satisfied that these simple facts, and the use which has been -made of them, has proven resultful. Ideas are only of value because of -the profit which comes from their continued use. Prove their worth to -your utter satisfaction and then by continuous effort make them a part -of the mental makeup. Become thoroughly familiar with these principles -and see that the child knows just how to proceed in the use of them. -Remember it is the visual faculty you are cultivating for great future -usefulness, not merely learning a list of words. Review these pictures -many times, use the same ones, do not make new ones. - -Avoid the mistake of seeing only one object at a time; always see two, -as the House and the Clock, the Clock and the Flowers. This causes one -picture to recall the next, because the object appears in two pictures, -or is associated with two objects. One by natural mental operations -recalls the other. - -For further practice and development add to the list of forty words now -learned, some of those following, or make a list of your own. Any words -will do, picture them two and two and review them after you have added -ten or so. - - -List for Memory Exercise - - House Spoon Fire Brush Pail - Clock Road Hose Salt Ice - Flowers Pencil Box Paper Sugar - Circus Picture Bridge Button Porch - Soldier Window Bell Tooth Log - Church Apple Grass Sack Pump - Rocks Book Soap Letter Rope - Auto Door Boat Ring Barrel - Shoes River Towel Pipe Corn - Dishes Dress Pins Street Board - Wagon Hammer Cannon Spool Spoon - Table Ball Ladder Penny Shovel - Carpet Train Cotton Comb Leaf - Fence Gun Bicycle Umbrella Shell - Bread Moon Ribbon Chimney Bank - Walk Curtain Coat Swing Hat - Lamp Pepper Hair Sled Cow - School Bed Stove Rake Bat - Store Scissors Bottle Fish Tree - Piano Chair Pie Nail String - - -To Develop Definite Pictures - -Some persons have difficulty in making their pictures definite enough -to avoid confusion between objects of similar shape. Overcome this -difficulty by teaching the child a few lists of objects somewhat -similar in shape. This will require making clear and definite pictures. -The exercise following is a good one for this purpose. Visualize the -following list and see to it that the pictures are definite, so that -they can be recalled in proper sequence, either forward or backward. - - -Exercise for definite Visualization - - Papa Girl Grandpa Grandma - Boy Uncle Sister Brother - Woman Mama Man - - -Animal Lists - -The same kind of practice can be gotten by the use of lists of animals, -and at the same time another result may be attained. The child must -learn just what the animal looks like before he can picture it. In -learning these animal lists use the dictionary or encyclopedia, or -better still, good books on natural history, and show the child the -picture of each animal with which he is not familiar. Teach him all -that you can regarding each of these different animals. He will then -be able to picture them clearly and retain and recall them without -difficulty. - - -Memory Exercise - - Dog Wolf Mule Lamb Lion - Camel Giraffe Bear Alligator Sheep - Cat Pony Deer Tiger Colt - - -Memory Exercise - - Rabbit Beaver Frog Muskrat Badger - Mouse Mink Mole Chipmunk Skunk - Squirrel Rat Fox Coyote Possum - - -The Law of Association - -The first requirement of memory is to make a strong impression upon -the brain, and this we have seen is accomplished by visualization. -We concentrate the strongest of our senses upon the thing we wish to -remember and thus make the strongest impression. - -The second necessary step is the ability to recall the impression at -will. This is equally important in memory and is made possible by the -Law of Association. Prof. Kay states that, "Association is the means -by which what is in the memory is recalled and brought again before -consciousness." - -Things which are impressed upon the mind, or which are active in the -mind at the same time, will return together, one will suggest or recall -the other. A voice, a sound, a sight will often recall a long train of -events. One event will recall another that took place at the same time, -or in the same place, or one similar in detail. These associations are -easily formed though you may be unconscious of the fact at the time. -When one of the associated facts is in your mind it becomes the means -by which the other is brought again into your consciousness. - -The visual picture is the strongest impression that can be made upon -the brain, but to be able to recall a new impression at will, it should -be linked or associated with some already familiar picture which is -easily recalled, and this will bring the associated impression with it. - -In the visual exercise in which a list of words was learned, beginning -with House, this principle was used. The strong impression was made -upon the brain by seeing the House. You also made a strong impression -of the Clock, by seeing it, but in order to remember that the word -Clock follows the word House the two were associated together by seeing -them in the same picture. This is an example of two things impressed -upon the mind at the same time. When you see the House it brings the -Clock into mind. If you wish to recall what word follows House see the -House, and the picture association will supply the second object. - -The use of this Law of Association made it possible for you to recall -the list of objects. To be easily available the objects must be linked -together as strongly as possible, and this is accomplished by the -associated picture. - -Association is one of the fundamental laws of mental activity, the use -of which is absolutely essential to memory operation. In the pages -following you will notice the application of this same principle, -always using the visual method because of its unusual strength and -accuracy. - -Much has been written on the subject and some memory courses dwell on -it at great length. There are just two essentials to be always kept in -mind: - -First, to be able to recall the new fact at will it must be impressed -upon the mind in association with some familiar knowledge that will be -easily recalled. - -Second, the visual picture is the strongest association, therefore the -most lasting and easily remembered and at the same time it can be used -for all needs. - -This law of association must be used continuously, without it there can -be no accumulation of knowledge or memory. Its operation is simple and -need not be in the least confusing. - - -Reminder Pictures - -A simple use of the visual memory is to make a picture of the thing -which you wish to do, in the place where you wish to be reminded of -doing it, called Reminder Pictures. This principle can be applied to -errands and to very important ideas. Seeing the thing you wish to do -will form the strongest possible impression. By seeing this picture in -the place where you wish to be reminded of it, you have associated it -in your mind in connection with the thing which is to be used to bring -it again into your consciousness. - -The latter half of the picture--the place in which you wish to be -reminded of it--must be familiar, at the same time a place or object -which is going to be physically visible at the time you want to be -reminded of doing the errand. This principle can most easily be -understood by the use of illustrations which are actual examples of how -others have used the idea. - - -Forming a Health Habit - -[Illustration] - -Believing in the value of a glass of water taken before meals one -person made a picture of a large glass of water covering a greater -part of the dining table, and when coming to the table he saw himself -spill the glass of water. It is essential to have two objects in the -picture--one, the thing you wish to be reminded of doing; and the -other, a familiar scene which you are going to see at the time. In this -case, when the person sees the table, which is half of the picture, it -brings back into consciousness the large glass of water. This reminds -him of drinking the water before sitting down to the meal. - -[Illustration] - -A lady had been forgetting to get a certain rug which had been put -away in a dark closet, and which she feared might be injured by the -moths if it was not taken out and used. As is often the case in such -circumstances, she thought of this rug many times, but always when -it was inconvenient to get it. She made a picture of the door of the -closet in which the rug was stored and also of herself passing this -door; the door flew open and the rug jumped out into the hall at her -feet. Later, when she was passing, seeing the closet door it reminded -her of the rug and she stopped, opened the door, took out the rug and -thus attended to the matter which she had been forgetting. - -A business man had been forgetting to telephone an associate. He made -a picture of the desk in his office, and when he rolled up the top of -the desk the friend jumped out and scared him. This picture was made in -the library of his home in the evening. Next morning when he saw the -desk the rest of the picture came back to his mind and he took up the -telephone and attended to the matter. - -These pictures may include more than one object, or even more than one -errand. What the average memory needs is a hint to start it on the -right track. A husband had been asked, when leaving the house, to order -some groceries before going to the train to meet some friends. He made -a picture, of his car standing where it would be when he was ready to -leave the office, and over the whole car he spread a large beefsteak, -on one end of the steak he saw a bag of sugar, on the other end he saw -a bag of coffee, then he broke an egg over the whole, for these were -the things which he was to order. When he came from his office, seeing -the car, a part of the picture, it reminded him of the groceries, and -he easily remembered the things wanted. - -Pictures which are exaggerated, have strong motion, and are unusual or -even startling, are best for this reminder idea. The pictures must be -seen clearly in the mind's eye, and the part of the picture, which is -used as the reminder, must be something which you will see clearly at -the time you wish to do the thing. The illustrations given are from the -actual experiences of busy men who are using this idea in their daily -life. - -This application of the visual memory can become invaluable to the -child. In cases where the desired result has not been procured the -difficulty, almost invariably, is a lack of vividness in seeing the -place, person, or thing which is to act as the reminder. It must be -familiar, definite, and clearly visualized. Practice will improve the -results. Make an effort to see detailed and distinct objects in your -pictures and use the strengthening elements. Here are a few additional -examples of how children have used this idea. It works. - -A child was sent to the grocery store for four items, and instead of -carrying a list he made a picture of the counter in the store as his -reminder. The items to be purchased were a sack of Salt, a bottle -of Vinegar, some Fly Paper, and Potatoes. He pictured the Fly Paper -sticking on the edge of the counter and on it balanced the sack of Salt -and the bottle of Vinegar, then he saw himself throwing the Potatoes at -them. - -A picture of this kind will enable the child to remember a few items -without difficulty. The Hitching Post idea which follows soon will be -more accurate and enable him to extend the list to any length. - -A boy, who often went away to school without bringing in his wood, made -a picture of himself running out of the door to school, when slipping -off the porch he sailed through the air and landed on the wood pile. -The next morning, when he went out of the door and across the porch, -his picture flashed into his mind and he stopped and brought in some -wood before leaving. - -A girl had formed the habit of throwing the towel on the chair instead -of hanging it up. She made a picture of herself throwing down the towel -when it became entangled in her feet and tripped her up as she walked -away, throwing her headlong. - -Reminder pictures of this kind must be visualized by the child, even if -suggested by the parent. Do this pleasantly and even playfully, being -careful not to arouse the antagonism of the child. If he is stubborn -in the matter you can gain nothing, unless you secure his co-operation -and pleasant interest. To keep these pictures in mind and to use them -at every opportunity will aid in forming correct habits. Make them -startling and interesting, and when possible, put real feeling into -them. Induce the child to feel the pain of his fall; feelings give life -and power to visualized pictures. - -A boy was told to stop at a neighbor's and deliver a note for his -mother on his way to school. He pictured the front gate of this -neighbor's fence swinging out and stopping him. He tried to go over the -gate and the more he climbed, the higher it became. Seeing the gate as -he passed on his way to school reminded him of the note. - -A tablet was needed at school and had been forgotten several times. A -picture of the tablet barring the door of his home, so that he could -not get in, reminded the boy to go at once to the store and make the -purchase. - -On her way to church a girl was given a message to deliver to a certain -lady, after the service. She pictured herself trying to get out of the -door of the church, but the lady blocked the way refusing to allow her -to crowd through. When she started out, seeing the door, which was part -of the picture, it reminded her of the lady, and she delivered her -message. - - -Beware of Procrastination - -One of the most subtle foes of a good memory is procrastination. -Like conscience, memory can be dulled and almost ruined by continual -disregard of its suggestions. Failure to act when reminded ruins what -memory power you have and retards your progress and further development. - -A Reminder picture will suggest an errand or duty one--two--or more -times, but there is an ever increasing lapse of time between each -reminder. - -To Procrastinate--to put off doing the thing will dull the suggestive -power of the memory. It will clutter the mind with undone things which -will cause mental worry. It will weaken the will power. - -To Act--to accomplish the thing at the first suggestion quickens and -improves the suggestive power of the memory. It clears the mind for new -thoughts and plans. It relieves the nervous strain and increases and -strengthens the volitional power. - -It is the child's memory you wish to improve and this can only be -accomplished by his effort. You must help, of course, but do not do -too much, merely suggest. Get him to imagine and visualize his own -pictures, it will be better for him to make the effort than for you to -make it for him. - - -Attention and Memory - -The subject of Attention and Concentration has been discussed in the -former book, but it will be well to note their relation to memory and -how we are using them here. - -We have introduced motion into the mind's eye picture to strengthen its -impression; the result comes from a prolonged period of attention. In -the exercises for cultivating the power of attention we used the method -of change, or motion. It produced prolonged attention, which results -in memory. Exaggeration and the unusualness of the imaginary picture -inspires that quality of involuntary attention which helps to produce -concentration. - -The quality of the stimulus to the attention is improved by introducing -anticipation, pleasure, or their opposites. The clear, vivid, mind's -eye picture creates a greater quantity of attention, and if the objects -are familiar they add to the possibility of clear visualization. - -The attention should become fixed upon the picture and this can not -be done if they follow too rapidly. Take time to make the impression -and for best results become as much interested in it as possible. -Every means which results in prolonging or intensifying the attention -improves the scope and accuracy of the memory faculty. - - -The Child's Code List - -For further practice in learning lists of words, by visualizing the -objects, use the one following. These words are selected to conform to -special requirements, and form a complete code which is to become of -great value later. It should be learned thoroughly so that each word -can be recalled quickly and in exact sequence. Use this list now in -preference to the previous one, as this one is to be used in future, -and the other will not be. Learn ten at a time and review them, then -take the next ten, joining them to the last word of the previous ten, -thus making an endless chain of the one hundred words. - - -Child's Code List - - Tie Dot Net Meat Heart - Snow Town Nun Moon Horn - Home Dime Enemy Mama Army - Wire Deer Nero Hammer Rower - Wheel Towel Nail Mail Roll - Sash Dish Hinge Mush Roach - Egg Duck Ink Mike Rock - Ivy Taffy Knife Movie Roof - Whip Tub Knob Mop Robe - Toes Nose Mouse Rose Lasso - - Lady Shed Kite Foot Bath - Lion Ocean Cane Vine Pony - Limb Jam Gum Foam Bomb - Lair Chair Car Fur Bear - Lily Jail Glue Veil Pail - Ledge Judge Cage Fish Beach - Log Chalk Cook Fig Book - Wolf Chief Coffee Fife Beehive - Lap Ship Cap Fob Papa - Ashes Goose Office Puss Daisies - - -The Game of Code - -A game to develop accuracy and rapidity in the use of the words of this -Code List. Cut one hundred cards about two by three inches, or the size -of game cards. On one side of each print a word of the Code list. - -Shuffle the cards, deal ten to each player and let the balance become -a draw pile. The one to the right of the dealer plays into the center -of the table any card which is the first of a series of ten Code words -as printed in the lists above, for example--Tie, Dot, Net, Meat, Heart, -Lady, Shed, Kite, Foot, Bath. All first cards as named must be played -first, then the cards containing words which follow consecutively in -the list must follow. All cards held by the player which can be played -on any series started on the table must be played in their proper turn, -including those in the played reserve piles. - -If a card is played out of its proper sequence the first one noticing -the mistake calls "Code" and shall be entitled to give a card from his -hand into that of the player, who must correct the error and cease -playing. - -When a player has completed his turn, has played all possible cards, or -has been stopped, he will place one card face up on the table in front -of him as a reserve pile. Each player is entitled to six reserve piles, -each lying face up and side by side. When a player cannot make at least -one play, he shall draw into his hand from the draw pile until he can -play or until the draw pile is exhausted. Each plays in turn until some -player has played all the cards from his hand, which entitles him to -the game. Any player who completes a series of Code words, puts on the -last word of the series of ten, takes away the set and these can be -shuffled and added to the draw pile if necessary. - -The winner is entitled to one point for each card left in the hands and -reserve piles of the other players. The score of the game can be set -at any point above 200, and the first reaching this takes the set. - - -Remembering Errands - -After the child has become familiar with the Code List he will be able -to use the words in a very practical way in remembering errands and -lists of groceries, etc. The objects of the list can easily be recalled -in exact sequence, and can now become Mental Hitching Posts to which -any errand or runaway idea may be safely hitched for future usefulness. -The thing to be remembered can be pictured with the object of the Code -list and when wanted it is simply necessary to recall the word of the -Code list and it will in turn recall the thing visualized with it. - -[Illustration] - -Let us take a practical example. You are sending the child to the -grocery store with an order. The first item is a loaf of Bread. Have -him picture this with the first word of the Code list, Tie. Take the -Tie and bind the loaf of Bread with it, tying a huge bow with the ends -moving in the wind. See this picture clearly, the color of the tie and -the shape and details of the loaf of Bread. Of course the Child is to -make his own picture wherever possible. A boy would probably use one -end of the tie around the loaf and swing the other over his shoulder. - -The second item is a package of Matches. See the box lying on the Snow, -which is the second word of the Code. Let the box be open and some of -the Matches burning, see the black ends of the Matches in contrast with -the white snow. - -[Illustration] - -The third item is a box of Raisins. The third code word is Home. See -the box open and the Raisins spilling all over the Home. - -The next item is Potatoes and the code word Wire. Have him imagine a -sharpened wire on which he is stringing the Potatoes. - -The next item is a glass of Jelly and the next code word Wheel. See the -large Wheel run over the jelly and break the glass. - -The next item is Flour and the code word Sash. Drop some Flour over a -new red Sash. - -The seventh item is Coffee and the seventh code word is Egg. Break the -Egg and spill it all over the Coffee. - -The eighth item is Butter and the code word ivy. Hang the Butter on the -Ivy and see it swinging there. - -The ninth item is Soap and the ninth code word is Whip. Stand the soap -on end and strike it with the Whip--see the lash wind around the Soap. - -The tenth item is a can of Corn and the code word is Toes. Let the boy -imagine himself balancing a can of Corn on his Toes. - - -The Visual Result - -A picture of what is now in the mind should show a systematic filing -of ten grocery items, each hitched by picture to one of the familiar -Hitching Posts. The pictures may be somewhat like the following: - -[Illustration] - -Have the child run over the code words and tell the item that he sees -pictured with each. If the items are recalled once that is all the -review necessary if they are to be used in the same day the pictures -are made. He will be able to go to the store any time that day and by -recalling each word in its proper order will recall the ten items just -as they were pictured. - - -Another Practical Application - -The same method can be used to fix in mind a list of errands which are -to be done at different stores and at different times. It is simply -necessary to hitch the errand to the Hitching Posts by picture and then -recall the Hitching Posts in order, each will remind you of the errand -visualized with it. - -For practice, have the child begin with the second series of code words -and picture the following errands with them. Review them once and after -a few hours see how many he can recall. - - -Errands for Practice - - Dot--Buy some stamps. - Town--Get toilet soap. - Dime--Buy fish. - Deer--Go to the Hardware store. - Towel--Have shoes repaired. - Dish--Get a spool of thread. - Duck--Get some meat. - Taffy--Get a Victrola record. - Tub--Stop at the jewelry store. - Nose--Buy some writing paper. - - -Always Be Systematic - -The best results will be attained from using one list for groceries -and another for general errands. Always start with the first word of -a series of ten as printed in the code list. Never skip around. Any -picture will answer if it is clearly visualized and the attention fixed -upon it for a moment. - -Review the list once to be sure that the child has made and visualized -a definite picture. One review is sufficient to be able to recall the -items accurately in the next twenty-four hours. - - -Applications Are Limitless - -The principle involved here is one which will apply to any need of -adult, as well as child, life. Whenever there is a need for remembering -a list or series of any kind the mental Hitching Posts can be relied -upon to accomplish the result, if the method is properly applied. -Business men are using this idea every day of their lives and working -more efficiently because of time saved and increased accuracy. Use this -yourself and see to it that your children form the habit. - - -Important Points to be Followed - -For best results in using this idea: - -Always use the same series of code words for the same purpose, do not -change lists from day to day. - -Be systematic, always file the first item or errand with the first -object of the series you are using; do not skip around. - -Any Hitching Post will carry any impression which you wish to place -there. Your mind only needs a hint to start it right. - -Be sure and photograph the picture which your imagination constructs. -You will not remember it unless you see it. - -Review once for safety. If you are filing a list of items or errands -then review each picture and be sure you can recall it accurately -before going on to the next. - -To file permanent information which you wish to retain and use -occasionally it is necessary to review your picture several times and -to concentrate upon it longer to strengthen the impression. - -For temporary purposes, such as lists, errands, or things you wish to -recall once and then discard, do not review but once. - -The difference between temporary and permanent information is in the -amount of review. Every repetition of your visual association deepens -the impression. - -Start your new lists always with a new series of code words even though -you have not used all of the previous list. Begin always with Tie, Dot, -Net, Meat, Heart, or Lady, etc. - -To forget, refuse to allow that with which you have finished to -re-enter your mind. Do not recall the old pictures, even for an -experiment, let them fade away after they have served their purpose. - - -Value of Forgetting - -The reason that you find it impossible to forget certain incidents -and circumstances of life is that you have allowed your mind to go -over and over these incidents and thus to make the impression upon the -brain so deep that it has become a lasting one. Each review deepens -the impressions and makes them more and more indelible. For filing -information permanently in the mind this is the proper process. For all -temporary purposes, simply make the visual impression: review it to see -that it is properly filed, recall it when you wish to use it and then -refuse to review or again to see the picture. - -To forget means to get-for. You must get some other thought or picture -into your mind in place of it. Do not waste time trying to force -thoughts or pictures from your mind. Get some other picture or thought -in its place as quickly as possible. - - -Alphabetical Hitching Posts - -The list of code words given here is not the only thing which can be -used for this idea. The only essential is a series of easily pictured -objects which can be recalled quickly, with little effort, and in -accurate sequence. There is however an additional reason why these -particular words of the Child's Code List are better adapted to this -purpose than any others. This reason you will fully understand later in -this book. - -For the use of children and adults who are not familiar with the Code -list it is simple and practical to use the A, B, C's as Hitching Posts. -In this case it is simply necessary to have an easily visualized object -beginning with the letter of the alphabet, so that, for example, the -letter A will without hesitation bring to mind the object Ant, which -can be pictured with the errand. For the majority of children it is not -practical to visualize the letter A with the errand, but the Ant can be -easily used by all. - -Following is a list of suitable objects to represent the letters of the -alphabet. It will be good practice to learn them all, though you may -only use the first few. - - -Alphabetical Hitching Posts - - Ant Hand Owl Vine - Bee Ink Pig Wolf - Cannon Jockey Quilt X-Ray - Door Kettle Rat Y. M. C. A. - Engine Lamb Snow Zebra - Fire Monkey Tea - Goose Nun U-Boat - - -Filing Abstract Ideas - -Everything which you wish to remember does not take form in a definite -object which can be visualized and often presents a more difficult -problem. Fortunately the mind only requires a hint or suggestion to -start the Law of Association into operation which will bring the -thought not in itself easily pictured. As the child progresses his -imagination will find many original ways in which to create Reminder -Pictures to aid him in remembering abstract ideas. This ability will -not come except by practice and effort; if he is allowed to consider -the remembering of abstract ideas an obstacle to success it will be so; -but if he tries to master these he will find it is not difficult to -create a picture which will remind him of what he wishes to remember. - - -Reminder Pictures - -It is of course more difficult to construct a picture for an abstract -thought or word than for a simple object, but it can be done, and -becomes easier with each effort. In some cases it may require an -elaborate picture to remind you of a single word. Note the following -abstract words and example of how a reminder picture aided in recalling -them. - - Contest--A footrace. - Noisy--Boys pounding tin pans. - Stuck--An auto stuck in the mud. - Melancholy--A watermelon and a collie dog. - Success--See a well known successful man. - Financial--A pile of money in a bank. - Secrecy--Two people whispering together. - Contrary--A mule refusing to move. - Immovable--An Egyptian Pyramid. - -Christianity may be represented by a cross; cold by a piece of ice; -heat by a fire; light by a lamp; love by a heart; pride by a peacock; -spring-time by green grass and budding trees. - -You are familiar with the old man with the sickle and forelock used -to represent Time; the maiden with the balance and sword representing -Justice; and the little scantily clad fellow who represents the New -Year. These are examples of successfully used reminder pictures. - - -Thought the Desired Result - -In some cases you may not succeed in constructing a definite picture -for the thing which you wish to remember. Memory is brought about -by interested attention and concentration. In cases where the -visualization proves to be difficult or even impossible, you will -experience the fact that the effort made to form the picture has -produced sufficient concentration to help wonderfully in the problem of -remembering. - - -Thinking by Pictures - -If you have never given it thought it will surprise you to notice -how much of our thinking is in picture form. The architect sees the -completed building, sees it in detail and puts this creation of his -brain on paper to guide the builder in reproducing it. The engineer -sees the completed bridge spanning the chasm before a workman has -turned a hand to rear it. All successful captains of industry think -largely in pictures. Children do so naturally and lose the ability by -lack of use and substitution of the "more modern methods," some of -which are most detrimental. See to it that your children appreciate the -value of visualization, that they use it continuously in their thinking -and study. - - -Uses of Hitching Posts - -This picturing your errands with code words is a principle of mental -operation the uses of which are almost limitless. It will be profitable -to note how business men apply it in their business. - -A physician lists his calls and the appointments he has made. - -A factory manager hitches up the many instructions he wishes to give -during the day. - -A lawyer uses six words for the six days of the week and hitches up his -court appointments. - -A salesman makes a list of his calls, arranges them in the best order, -and fixes one with each word of the list. - -A groceryman uses it for remembering the things he needs to buy for his -stock. - -A real estate man lists some of the places he has for sale to be able -to talk about them when away from his office. - -A salesman lists his selling points systematically and does not leave -out any important ones. - -Anecdotes and stories can be listed and easily recalled when wanted. - -Points of a sermon or lecture can be quickly pictured with definite -words and recalled later. - - -Speaking Without Notes - -One of the most valuable applications of the "Hitching Post Idea" is -its use for fixing in mind the points of a talk, sermon or lecture. -Most of the nervousness of talking in public is caused by the fear of -forgetting. It is doubt of your ability to recall the points you wish -to talk about. This is easily overcome by the use of your Hitching -Posts. If you wish to make five points in a talk, make a picture to -remind you of each point and hitch them in turn to the first five words -of a list. Review the picture a couple of times, be sure that you can -recall them easily; before you are to speak, review them again. - -When you are called upon, see the first word of your list and with it -you will see a picture which will remind you of the first point you -wish to make. The picture made with the next word of your list will -suggest your next point, when you are ready for it. There is no limit; -use as many words of the list as you have different points in your -speech. When you have used this idea once you will never do without it; -you will remember all the points of your talk and you will use them -in the order you intended. Hundreds, who have never spoken in public -without notes, are now doing so by the use of this method. Others, who -have been able to speak without notes have been troubled by getting the -points out of order or after sitting down have realized that they have -omitted an important one. With this idea you can entirely overcome such -a difficulty. - - -Originality and Effort - -Help the child to cultivate the habit of originality and not to be -afraid of trying new ideas. Do not always suggest a picture, let him -work and create one for himself. - - =Effort is the price of increased mental power--the result will be - secured in no other way.= - -Make lists of groceries, errands, etc., for the child to practice with. -If he has no need of using the Hitching Posts now, deliberately make -the need, so that he can form this valuable habit. - - -The Mind's Eye and the Story - -An excellent time for the development of the child is "story time." -Have him use his imagination and make mind's eye pictures while you are -reading stories. The story book naturally becomes a picture book in the -child's mind. When you are reading a story, stop occasionally and have -him form his own picture of it. You will find that he can easily see -little Red Riding Hood going down the road to her grandmother's house. -Encourage this habit of mental picturing of all stories and rhymes read -to the child. - -This is a natural mental operation but the lack of knowledge of its -importance and consequently the failure to continue it after we have -learned to read is one of the great causes of our forgetting what -we read so easily. If you will see to it that your child visualizes -what you read to him, and as he learns to read for himself stops -occasionally to picture what he has read, he will develop a wonderful -memory along this line. He will study easily, retain accurately and -make more progress with less effort than any child who does not -visualize and is forced to depend upon repetition. - - -The Game of Story Telling - -Read a story from the child's story book; have him make pictures of -the story as you read; when you have finished, let him tell the story -from his Mind's Eye picture, and see how completely he can retell it. -If points are omitted, call the child's attention to them and help him -to include them in his picture. When several children are together have -one retell the story and the others add what they can to it. See to it -that the retelling is from visual pictures. This is excellent training -for future school work. - - -Two Results of Visualization - -Beside the memory value of visual impressions of the story there is -another important result. You cannot visualize the thing that you do -not understand. If you do know about it you can see it clearly. - -If the child has difficulty in picturing what you have been reading it -may be because he does not understand it. Here is your opportunity to -explain and add to his definite knowledge. Visualization results in -increased understanding and in a greater ability to remember. These are -the important results sought in study and the formation of this habit -in your children will pay wonderful dividends in their education. - - -Learning Poetry and Prose - -The value of the mind's eye picture will be much appreciated when the -child comes to learning verbatim. Every author has a picture in mind -which he describes in words. He attempts to make the word description -so clear that those who read will also see the picture. - -Children who have not yet learned to read will naturally form pictures -in their minds as you read the story. When you wish to have the child -learn the story or poem, the mind's eye picture will be of the greatest -aid. Practice with some of the examples following; make clear pictures -and review them several times; aid the child in understanding the words -that he finds are difficult. - -Note the pictures described by the authors in the following poems and -prose selections. - - -The Land of Story Books - - At evening when the lamp is lit, - Around the fire my parents sit; - They sit at home and talk and sing, - And do not play at any thing. - - Now with my little gun I crawl, - All in the dark, along the wall, - And follow round the forest track - Away behind the sofa back. - - There in the night, where none can spy, - All in my hunter's camp I lie, - And play at books that I have read, - Till it is time to go to bed. - - * * * * * - - So, when my nurse comes in for me, - Home I return across the sea, - And go to bed with backward looks - At my dear land of story books. - - --Robert Louis Stevenson. - - -The Hare and the Tortoise - -A hare boasted loudly to a tortoise of her speed in running, at the -same time giving him a look of scorn because of his slowness. - -"Let us have a race," answered the tortoise. "I will run with you five -miles, and the fox over yonder shall be the judge." - -The hare with a scornful smile agreed, and away they started together. - -Soon the hare left the tortoise far behind, and feeling a little tired, -lay down on a tuft of grass that grew by the way. "If that slow-coach -passes, I shall see him and easily catch up with him again," she said -to herself, and fell asleep. - -In the meantime the tortoise plodded on, slowly but surely. After a -time, he passed the hare, who, sure of reaching the goal first, still -slept, and who awoke only to find the tortoise had reached it before -her. - - -Somebody's Mother - -(From Harper's Weekly--Author Unknown) - - The woman was old, and ragged and gray, - And bent with the chill of the winter's day. - The street was wet with the recent snow, - And the woman's feet were aged and slow. - - She stood at the crossing and waited long - Alone, uncared for, amid the throng - Of human beings who passed her by, - Nor heeded the glance of her anxious eye. - - Down the street with laughter and shout, - Glad in the freedom of "School let out," - Came the boys like a flock of sheep, - Hailing the snow piled white and deep. - - Passed the woman so old and gray, - Hastened the children on their way, - Nor offered a helping hand to her, - So meek, so timid; afraid to stir, - Lest the carriage wheels or the horses' feet - Should crowd her down in the slippery street. - - At last came one of the merry troop, - The gayest laddie of all the group; - He paused beside her and whispered low, - "I'll help you across if you wish to go." - - * * * * * - - And "Somebody's Mother" bowed her head, - In her home that night, and the prayer she said, - Was, "God be kind to the noble boy, - Who is somebody's son and pride and joy." - -These examples will serve to show the attempt of the author to paint a -picture with words, just as does an artist with paint. Have the child -make his own picture and repeat the story as fully as possible. Older -children should learn them so as to repeat them verbatim. In the next -book on--How to Study and Remember--this subject will be taken up more -fully. - - -To Preserve Early Memories - -We sometimes doubt when people tell us of things which happen when -they were five years old. Children that are eight or nine can -often tell of things that took place when they were two or three. -Almost without exception you will find that these memories are eye -impressions--pictures. Have the child review those which you wish him -to retain and he will preserve the memory of them. - -It is often the case that children have advantages of travel and see -many things that older people have not. Many of these advantages, -however, are wasted because the child does not review these interesting -things which he has seen. Children are seldom interested in -remembering. Parents should preserve the child's memory of important -sights and circumstances by asking him to carefully revisualize the -scene--to see it again in the mind's eye. Thus can the impression be -deepened and the child's memory and appreciation of the thing be made -to continue throughout his life. - -Especially all unusual scenes which he may not have the opportunity of -seeing again for a long time should be visually reviewed a couple of -times during the first week and a number of times during the following -month. Two children had been camping in the north, where they one -evening saw a particularly brilliant display of Northern Lights. A -few months after this the children were asked, "What are the Northern -Lights? What do they look like?" The younger one had forgotten, but the -older one could describe them. When the two had thoroughly reviewed the -picture they had re-impressed it upon their minds. By doing this a few -times the children were able to permanently retain this memory. - - - - -HOW TO REMEMBER FIGURES - - -A child soon comes to the necessity of remembering numbers. With some -this is not difficult for they possess unusual powers of visualization -and can see the numbers clearly in their mind's eye and thus recall -them with ease. There are many examples of men and women who have -this visual memory for figures. On the other hand only a very small -proportion can do this. - -It is a common failing among children, as well as adults, to be unable -to remember numbers easily. The reason is simple. Numbers have no -meaning, they convey no impression to the mind which can be retained. - -Words convey the picture of objects, thoughts and actions which you can -visualize. Numbers are cold, inanimate things which have no life nor -interest, they do not present a picture and are not easily retained. - - =Things that have no meaning are difficult to remember.= - -The simple transference of the meaningless number into something of -interest and within the child's knowledge and experience will be -helpful. He will remember 15 apples easier than just the number 15. -Numbers are easily dealt with when they become objects. You teach the -child to add and subtract by the counting board, or by using a group of -objects. Fractions are most easily explained by cutting an apple, or -something which we can see. - -A man had received a new auto license number and wondered how he could -remember it, 218515. He knew the easiest way was to make it mean -something. He thought that 21 was the age when a young man reaches his -majority. If he lives to be 85 he will be an old man, and he might be -entirely destitute but for the 15c. So he had the figures 21-85-15. -After that he had no difficulty in recalling this number at any time. - -Be original and make the figures mean something. - - -Familiar Numbers Helpful - -Any number which has come to mean something to you is easily recalled -and may be helpful in remembering other numbers. As 1492, the date of -the discovery of America by Columbus. 57 immediately recalls "Heinz 57 -varieties" and if you wish to remember 59 you can easily associate it -as being two more than the 57. 1775 means something to you, it conveys -a definite thought, but it is more likely that 1947 does not and will -be quickly forgotten. - -If you have lived in a house with the number 1947 for a good while you -will remember it as easily as the number 1775. - - -Analyze Numbers - -There are many helpful ideas which can be used to aid in remembering -numbers. To divide the number into pairs of digits, keeping them below -one hundred, is helpful. It is easier to remember 14-67 than 1,467. - -Even numbers which are familiar to us are easily remembered as 10, -20, 30, 40, or 100, 200, 300, or 1000, 5000, 10,000. To compare other -numbers with these familiar groups will help, as 29 is one less than -30, 996 is just four less than 1000. - -Numbers having sequence of digits if noted carefully will be recalled -accurately, as 1357 or 2468. - -The telephone number 2430 is easily remembered because of the even -numbers, 24 and 30. Also 2+4=6 and 24+6=30. - -Sometimes the first digits added together make the other, as the -license number 1247, the first three added make the fourth. - -All these ideas are at times helpful, but we need a method which can -be used any time, by any one, for any figures. This need is adequately -met by the Number Code following. It is not new, but supposed to -have originated among the Romans and has been used by almost every -generation since that time. You find it easy to impress upon the brain -any thing which has a meaning and which can be visualized. - -Figures carry with them no associations, no images. It becomes -necessary, therefore, to devise some means by which they may be -photographed upon the brain in such a manner that they will mean -something, as definitely as a word represents an object. - - -The Number Code - -The simplest and most practical basis which can be selected is the idea -of choosing a SOUND to represent each one of the ten digits. These -sounds can in turn be indicated by various consonants of the alphabet. -By combining the ten digits we are able to make all figures, and by -similarly combining the SOUNDS we can easily convert the figures which -we wish to remember into words. The words will represent objects and -can easily be impressed upon the brain. Your use of this idea is based -upon your becoming thoroughly familiar with the ten SOUNDS representing -the ten digits. - -By combining these sounds corresponding to the arrangement of the -digits, words can be formed to represent the figure. The word can be -remembered. It has a meaning. It can be visualized and recalled, then -easily translated into the corresponding digits. - -Here are the ten digits and their corresponding SOUNDS. The sounds are -indicated by the letters. Use the sound as spoken in the word, as "T" -in "Ten." The sound used is always the same as in the spoken word, but -not as a single letter. Not the sound "en" as a letter, but the sound -of "N" in "Nell." Note this difference; it is important. Following is -the Number Code: - -[Illustration: 1 2 3 4 5 6 7 8 9 0 - T N M R L J K F P C] - -Note carefully this cut in which the digit and letter used to represent -the sound is made into a combined figure. This places the digit and -the corresponding sound into your mind together. The picture of the -combination should be impressed by concentration. Look at the digit -letter and then close your eyes and see the same picture in your -mind's eye. Exaggerate them. Take a pencil and paper and draw them for -yourself. Note that the second letter N if stood on its side is 2, in -the picture it is half way, which will suggest both to your mind. The -M and 3 are the same. Become familiar with these so that there is no -possibility of hesitation in recalling the SOUND for each digit. - -The T and 1 are simple. The 2 and N and the 3 and M have been -explained. The 6 turned to the left makes a J. The K for 7 is made of -two 7s back to back, one leaning against the other. The P for 9 is -turned as the 6 and J. Dwell a moment on this picture and you will know -the Code. - -There are other associations which will help to fix the digits and -their corresponding sounds in mind. - -T is selected for 1 because both are made with one down stroke. One -down stroke with a short cross stroke makes the T. - -N, for 2 is the same, two down strokes make the N. - -M represents the 3 and there are three down strokes in the written M. - -R is the last letter and principal sound in the word fouR, which has -four letters. - -L is the Roman numeral representing 50, similar to 5. - -F selected for 8 has the two loops, when written. - -C is the first letter and sound of the word Cipher. - - -Acquaint Yourself With the Code - -Work entirely by SOUND, remember it is the sound M in the word Make -that has the value of 3, and if not =sounded= would have no value. -Become familiar with these ten digit sounds so that when you see a -digit you can immediately recall the sound. Then practice sounding -words and telling the number value of each SOUND in the word. Pay no -attention to the letters; only the sounds have value. - -The ten sounds alone will not form words, but will by adding the vowels -A, E, I, O, U. The vowels have no figure value and can be used at any -time and in any manner desired without altering the number value of -the word. In the same manner we use the consonants W, H and Y. These -have no figure value and with the vowels may be used to bind the digit -sounds into words. - - -A, E, I, O, U and W, H, Y Are Valueless - -For practice translate the following numerals into their corresponding -sounds. - -1 2 3 4 5 6 7 8 9 0 3 6 5 8 3 2 8 0 5 3 6 8 7 4 2 8 5 1 7. - -In the same manner translate the following letters into their -corresponding digit value. Remember the vowels and W, H, Y have no -figure value. - -T N M R L J F P C E F H R K Y F R N L Y F W K N R T E O K L A Y E R P M -U N P L T H F Y E R O M I N K O U N L P T R N W M F. - -Keep up this practice with both digits and letters until you can -translate each without hesitation. - - -Forming Number Words - -It is a simple matter to form a word for a figure by selecting the -sounds which represent the digits and fill in vowels until the word is -found. - -14 is represented by the sounds T-R. Between the consonants T and R run -the vowels a, e, i, o, u. Do this by sound and the result is TaR, TeaR, -TiRe, ToR (tore), TuR (tour). In this way you have three or four words -which will represent the number 14. - -15 can be converted into TaiL, TiLe, TeLl, or TooL. - -41 into the words RaT, RaTe, wRiTe, RooT, RuT. - -91 into the words PaT, PeT, PiT, PoT, PuT. - -Make yourself thoroughly familiar with the Number Code. Master the -ten digit sounds and you have the foundation with which to work. This -is not a difficult problem. Children learn without difficulty the 26 -letters of the alphabet and their many combinations. In this case -there are but ten to be mastered and many combinations to choose from. -A little practice will work wonders in the ability to use this Code. -Change the following words into their figure value: - - PaN................ JaR................ NoTe............... - RaiN............... CoaL............... TaN................ - KiTe............... PiLe............... MoP................ - RaKe............... PoP................ JaiL............... - LaP................ TaNK............... PaiL............... - LeTTeR............. PiNK............... PeaR............... - -Note the following translation of numbers into words. Do the last sets -yourself, make others for practice in this idea: - - 38 M F MuFf. - 92 P N PaN. - 63 J M JaM. - 142 T R N TuRN. - 315 M T L ............ - 415 ............ ............ - 912 ............ ............ - 951 ............ ............ - 421 ............ ............ - -Add the necessary vowels to make these into words: - - 82 F N 921 P NT 327 M NK - 21 N T 627 J NK 9521 PL NT - 48 R F 295 N PPL 91420 P T RNS - -Make complete words for the following: - - 29.............. 97.............. 57.............. - 470.............. 742.............. 515.............. - - -Additional Letters - -The simplicity and ease with which you will be able to use this idea -can be increased by noting that there are certain letters which have -practically the same sound as those selected to represent the digits. -Yet these sounds are entirely different from any other digit sound. You -can greatly increase the list of words which you can make for certain -numbers by taking advantage of this idea. This is a very helpful -suggestion; note it carefully. - -All letters having the same sound stand for the same digit value: - -D and T are similar in sound and therefore either can be used to -represent the digit 1. - -G as in George (known as soft G) has the same sound as J, therefore -soft G also represents 6. - -Sh as in Shot, and Ch as in Chain are similar to J in sound so Sh or Ch -represent 6. - -C as in Can, hard C, has the sound of K and is 7. - -G as in Gag, is the same as K and also is valued as 7. K, hard C or -hard G are all used for 7. - -V has the sound of F, and either may be used for 8. - -B has the sound of P and is 9. - -S as in Sauce, and Z are sounded as C (soft) so that either C, S or Z -can be used for 0. - - -The Complete Code - -[Illustration: - - 1 2 3 4 5 6 7 8 9 0 - - T N M R L J K F P C - D G G V B S - CH C Z - SH -] - -Letters and Sounds Seldom Used - -The following are sometimes used and from their SOUND have digit value -and should be noted for completeness: - -Q sounds similar to K and is 7. - -X is pronounced EKS, has the KS sound and is 70. - -Hard Ch as in ACHE has the K sound and is 7. - -Gh and Ph as in Cough and Phone have the F sound and are 8. - -By using the suffix ING to represent 7, which is an arbitrary exception -to fill a need, you can get a great deal of help in forming words for -difficult numbers which end in 7, as 447 RoaRING, 117 DoTING, 577 -LacKING, 397 MoPING. - - -Silent Letters Have No Figure Value - -In addition to a, e, i, o, u, and w, h, and y, which have no figure -value, all silent letters have none, because they are not SOUNDED. -SOUND is the one and only indicator of digit value. - - NIGHT is 21 for the GH is silent. - KNIFE is 28 for the K is silent. - MADGE is 36 for the D is silent. - - -Double Letters Are Sounded as One - -Because they have but the one letter SOUND they have but the single -digit value. This is merely another fact which is unalterable, because -the basis of the Code is sound. - - HUMMER has the sound of HUMER and is 34. - BITTER has the sound of BITER and is 914. - SPARROW has the sound of SPARO and is 094. - BILL has the sound of BIL and is 95. - -The important thing to keep in mind in the use of this Code is the fact -that all is based upon SOUND. Silent letters and double letters are -treated as they are, simply because of the SOUND basis. There are many -exceptions to the number value of the letters but none to the number -value of the sounds of the word. - -The word NATION is a good example. NATION is 262. In this case the T as -a letter would represent 1, but as a SOUND it is "SH" and is 6. C is 6 -in OCEAN. - - -Number Value of Code Words - -You now need to have a series of words, the figure value of which you -are thoroughly familiar with, to use as a basis for quickly forming -word pictures for numbers which are given you to remember. A list of -words representing the number 1 to 100 would be of the greatest value -to you. These words you would be familiar with and as soon as any -number of two digits was mentioned a word-picture of this value would -come into your mind. The word-picture you could easily retain in mind, -the number you could not. - -Take for example the number 1. This is represented by either T or D. -For this illustration we select the T. Now in order to make a word -which you can visualize you use the vowels or the extra consonants W, H -or Y. From these we can make a word for 1. - -Let us take the T and the vowels I, E, which have no value, and we have -the word TIE, which has the value of 1. Many other words could have -been made which would have the same number value as Hut, Hat, Head, -Hood, Weed, Wheat, Tea, Toe, Dew, Dye. - - SNOW is 2; the S, O and W have no value, leaving the N for 2. - HOME is 3; H, O and E have no value, leaving the M for 3. - WIRE is 4; W, I and E have no value, leaving the R for 4. - WHEEL is 5; W, H, EE have no value, leaving the L for 5. - SASH is 6; S, A have no value, leaving the Sh for 6. - EGG is 7; E has no value, GG has but one sound and is 7. - IVY is 8; I and Y have no value and V is 8. - WHIP is 9; W, H and I have no value, leaving P for 9. - TOES is 10; O and E have no value and T and S are 1-0. - -By the use of the Number Code each of the words selected for the -Child's Code List has a number value running consecutively from -Tie which is 1 to Daisies, which is 100. Each word stands for its -corresponding number always; by sound they are interchangeable with the -number at any time for any purpose. - -Figure out, by the Number Code, the value of each word of the Code List -as given here, in disorganized form, and write it opposite the word. - - Tie........ Lair....... Nail....... Veil....... - Dime....... Judge...... Roach...... Bomb....... - Sash....... Lap........ Movie...... Cook....... - Taffy...... Meat....... Mouse...... Beehive.... - Lady....... Enemy...... Bath....... Puss....... - Jam........ Rower...... Foam....... Home....... - Ledge...... Mush....... Glue....... Towel...... - Chief...... Knife...... Beach...... Ivy........ - Dot........ Robe....... Fife....... Nose....... - Horn....... Foot....... Office..... Limb....... - Hammer..... Gum........ Town....... Jail....... - Hinge...... Pear....... Wheel...... Wolf....... - Rock....... Fish....... Duck....... Goose...... - Mop........ Coffee..... Toes....... Moon....... - Kite....... Papa....... Ocean...... Nero....... - Pony....... Snow....... Lily....... Roll....... - Fur........ Deer....... Chalk...... Mike....... - Cage....... Egg........ Ashes...... Knob....... - Book....... Tub........ Nun........ Lasso...... - Fob........ Lion....... Army....... Vine....... - Net........ Chair...... Mail....... Car........ - Wire....... Log........ Ink........ Pail....... - Dish....... Ship....... Roof....... Fig........ - Whip....... Heart...... Rose....... Cap........ - Shed....... Mama....... Cane....... Daisies.... - -After you have worked out the number value of each of the Code Words, -turn back to them on page 80 and check them there, noting how each -follows in proper sequence by number value. - - -The Game of Number Code - -After becoming familiar with the values of the number Code, the Game -Code, given on page 42, can be very much improved in its complexity, -and consequently, in its resulting mental development. - -[Illustration: Front] - -[Illustration: Back] - -Have the one hundred words on one side of the card and the -corresponding numbers from one to one hundred on the reverse side as -illustrated. Deal all the cards, have no draw pile. All cards in the -hand and in reserve piles on the table are to be with the words up and -the numbers down. Start by playing the cards into the middle of the -table with the numbers up, beginning with cards which bear numbers -ending in 1. The next card is played word up upon the pile; then, if -no one calls "Code," turn the card over and if it should be that this -card does not bear the following consecutive number the card must be -replaced in the player's hand and the player ceases with no penalty. -If, when the word is played, some other player, who knows by the number -value of the word that it is an error, calls "Code" before the card is -turned over, then, if correct, he is entitled to give the player a card -from his hand. The game is played and scored as in Code, but has the -added value of requiring the players to know the number value of all -the words. - - -The Number Game - -This game will assist in learning the number value of the words and the -word for each number. Shuffle the cards from the Code Games, have one -person hold these cards out of sight of the players. The reader turns -all cards with the words up and reads the word on the top card. The -first one to tell the proper number value of the word gets the card. In -this way go through the entire pack, each person retaining the cards -which he obtains by first speaking the number. The one holding the most -cards at the end of the game is the reader for the next game. - -The same game may be played by reading the numbers and seeing who can -first speak the Code Word. - - -The Game of Solitaire - -If you wish to practice alone, take the Code cards and shuffle with the -words up, noting the time when you begin. See how quickly you can go -through the entire set, naming the numbers for the words. Then reverse -the process and name the words for the numbers. - -Now try it again and see if you can cut a few seconds off the -time. Keep a record of the time required to go each way and strive -continuously to reduce it. Keep at this until you can go through the -100 cards in two and a half minutes or less. - - -Another Game of Solitaire - -Take the Code cards and shuffle them thoroughly then arrange them in -their consecutive order, beginning with Tie and following with each -word in its proper place. For another test start ten rows of cards upon -the table, each starting with a Code word ending in one, as Tie, Dot, -Net, Meat, Heart, etc. Now follow each card with the next word in its -list, placing the cards in their proper lists as you come to them. This -will help you to become acquainted with the words in their proper order -and to become familiar with them. - -The above exercises will increase in interest if you consider them -from the number value. Shuffle the set and arrange them in consecutive -order, thinking of the number value of the word, but not referring to -the number on the back of the card unless forced to do so. The second -test will be arranging them in sets of ten, beginning with 1, 11, 21, -31, 41, etc. - -Shuffle the cards again and arrange them in the following order, always -using the words but figuring their number value for your guide in the -arrangement. Arrange them in horizontal lines thus: - - 1-11-21-31-41-51-61-71-81-91 - 2-12-22-32-42-52-62-72-82-92 - 3-13-23-33-43-53-63-73-83-93 - 4-14-24-34-44-54-64-74-84-94 - 5-15-25-35-45-55-65-75-85-95 - 6-16-26-36-46-56-66-76-86-96 - 7-17-27-37-47-57-67-77-87-97 - -Follow through the set in the same manner. After you have completed any -of these tests, reverse it and do the same, beginning with the larger -numbers and working back to the smaller ones. - -Vary these exercises in as many ways as you can and keep track of how -long it takes you to do a certain test, then do it again and see how -much you can reduce the time required. For a guide in these tests the -Code List is printed here with each corresponding number value. - - -Code Words and Number Values - - 1-Tie 11-Dot 21-Net 31-Meat 41-Heart - 2-Snow 12-Town 22-Nun 32-Moon 42-Horn - 3-Home 13-Dime 23-Enemy 33-Mama 43-Army - 4-Wire 14-Deer 24-Nero 34-Hammer 44-Rower - 5-Wheel 15-Towel 25-Nail 35-Mail 45-Roll - 6-Sash 16-Dish 26-Hinge 36-Mush 46-Roach - 7-Egg 17-Duck 27-Ink 37-Mike 47-Rock - 8-Ivy 18-Taffy 28-Knife 38-Movie 48-Roof - 9-Whip 19-Tub 29-Knob 39-Mop 49-Rope - 10-Toes 20-Nose 30-Mouse 40-Rose 50-Lasso - - 51-Lady 61-Shed 71-Kite 81-Foot 91-Bath - 52-Lion 62-Ocean 72-Cane 82-Vine 92-Pony - 53-Limb 63-Jam 73-Gum 83-Foam 93-Bomb - 54-Lair 64-Chair 74-Car 84-Fur 94-Bear - 55-Lily 65-Jail 75-Glue 85-Veil 95-Pail - 56-Ledge 66-Judge 76-Cage 86-Fish 96-Beach - 57-Log 67-Chalk 77-Cook 87-Fig 97-Book - 58-Wolf 68-Chief 78-Coffee 88-Fife 98-Beehive - 59-Lap 69-Ship 79-Cap 89-Fob 99-Papa - 60-Ashes 70-Goose 80-Office 90-Puss 100-Daisies - -After you have become familiar with the number values of the Code words -it will guide you in case of any doubt as to the sequence of any words. -If you should be in doubt as to whether Chief or Ship comes first you -can prove the point by referring to the number value; Chief is 68 and -Ship is 69, therefore the sequence is correct. - - -All Hitching Posts Numbered - -Note that when you have the Number Code to work with that each Hitching -Post has a corresponding number so that each item in your list is -numbered. For purposes of filing information this is very helpful. You -think of the Hitching Posts now as 1-2-3-4-5-etc. The word is simply an -interchangeable object with a fixed value and 1 automatically becomes -Tie in the picture. And when it appears in the picture it means 1. -So on with all other numbers and words under one hundred. For use as -Hitching Posts each list of ten in the list can be used as having the 1 -to 10 value by dropping the first digit, as Net (2)1, Nun (2)2, Enemy -(2)3, Nero (2)4, etc. - -In working with the Code bear in mind every moment that the word is -synonymous with the number. The number stands for the word and the word -for the number, they never change. They mean now and always the same -thing. Each stands for the other. This statement can not be made too -strong. Neither can you be urged too strongly to practice with your -children in the use of it. Become so familiar with it that when you -hear the sound T it immediately means 1 and so on through the entire -list. Words now have an added significance; for this purpose they have -become and from this time they will be NUMBERS, as well as WORDS. - -Always keep in mind that SOUND determines the number value of the word -regardless of how it is spelled. - - -Forming Larger Number Words - -In order to form words for larger numbers first become familiar with -the figure value of the one hundred code words. These will often -combine to form the larger number pictures. For example: - - 695 Sash--Pail - 1291 Town--Bat - 2499 Nero--Papa - 8240 Vine--Rose - -A combination picture of Nero and Papa would represent 2499. The danger -of transposing the figures by recalling the picture as Papa--Nero 9924 -instead of 2499, can be avoided by having the first object much larger -than the second. In the case of 2499 picture Nero larger than Papa, or -see Nero above Papa, or in front or preceding Papa. Adopt one of these -methods and use it. - -After a little practice you will often form one word for a number -instead of combining the Code words. The beginner would represent 1210 -by the Code words Town--Toes. Later he will recognize 1210 as the -sounds T-N-T-S. Combining these sounds the word TENTS will suggest -itself. - -If 1210 were a phone number and you made a clear picture association -of Tents with the Person or Place you would have no difficulty in -recalling the number. - -Already you have an object representing the figures from 1 to 100, -but very often you will wish to use figures far in excess of this. -Any number in excess of 100 and below 10,000, or any number of three -or four digits will be most easily handled by translating it into two -words of the Number Code, or if you choose can be later worked into -a single word. In the beginning you will find help by working in the -following manner. Take the number 347. A combination of the Code words -would be Home Rock, you could also use My Rock or Some Rock. Or you can -make the numbers into a single word. Put down the figures thus: - - 3 4 7 - M R K - -Combining these letters with vowels you have the word MARK. Now take -the number 994, the code combination for this number is Whip-Pear, or -you could make the single word Paper. - -The number 315 can be made into a single word. 315 is MoDeL. Translate -the following into single words; refer to the Number Code, on page -72, when in doubt or in need of a suggestion. First, always sound the -digits then let the sounds form into a word. - - 101............ 510............ 121............ - 415............ 195............ 745............ - 941............ 994............ 426............ - 624............ 140............ 925............ - 315............ 147............ 015............ - 410............ 412............ 649............ - 953............ 150............ 539............ - 300............ 074............ 751............ - 741............ 942............ 642............ - 211............ 210............ 951............ - - -Further Practice in Word Forming - -It is not always necessary to put a vowel between the code sounds. Some -letters combine into words without vowels between, as-- - - CuRTaiN--7412 CLuTTeR--7514 FaRMING--8437 - BRaND--9421 PReaCHeR--9464 SPeNT--0921 - PLaNT--9521 BuRGLaR--94754 SiLKS--0570 - -Also note that some words begin with vowels: Envelope for 2859; Amber -for 394. - -If at first you cannot easily form words for all numbers, do not be -discouraged. Practice will give you most words instantaneously. Soon -you will instantly recognize numbers like 285 as Novel; 741 as Cart; -101 as Toast. This ability will come quickly if you practice and in no -other way will you acquire it. - - -Adjectives as Helps - -You have already found that some numbers of three digits cannot be -made into a single word. Others that can be translated into words are -sometimes difficult of visualization. To overcome these difficulties -and to add greatly to the rapidity with which you can form large -numbers, use adjectives for the first digits and the words of the -Code list for the others. The combination is quickly made and easily -recalled. You will find that in larger figures of six digits the idea -works equally well. - - 1 Hot, Wet, White 6 Huge, Shy, Ashy - 2 New or No 7 Sick, Gay, Weak - 3 My or May 8 Heavy, Few, Wavy - 4 Sour, Raw, Hairy 9 Happy or Webby - 5 Low, Oily, Yellow 10 Dizzy - -Select one of the adjectives for each digit and become familiar with it -and use it continuously, unless another improves the sense materially. - - 165 Hot Jail 666 Shy Judge - 263 New Jam 776 Weak Cage - 333 My Mama 829 Heavy Knob - 498 Hairy Beehive 993 Happy Bomb - 568 Yellow Chief 1035 Dizzy Mail - -The adjectives will be of great assistance as well in forming words for -four digit numbers: - - 1149 Hot Trap 7195 Weak Table - 2262 New Engine 8941 Heavy Bird - -A few additional examples of adjectives will show how helpful this idea -can be made: - - 12--Thin 21--Neat 72--Keen - 13--Dim 32--Mean 77--Quick - 14--Dear 46--Rich 82--Fine - 15--Tall 58--Live 65--Jolly - 16--Dutch 62--Shiny 97--Big - -For practice translate the following by use of adjectives and Code -words, where possible, or adjectives and three digit words. - - 127............ 1147............ 21147............ - 932............ 1932............ 29595............ - 478............ 2746............ 32649............ - 531............ 9127............ 61492............ - 397............ 1392............ 45921............ - 729............ 7146............ 72952............ - 635............ 6592............ 15864............ - - -Telephone Numbers - -Remembering telephone numbers is a practical application of the Number -Code which can be helpful to all. There is probably no combination of -figures you are more often called upon to remember than these. When you -need them you need them at once. Master the Number Code and you will -find that it has paid you many times in this application alone. - -Translate the phone number into words and associate them with person, -office, place of business, or in any way that will make a good picture -which will be easily recalled. The illustrations which follow are -instances taken from actual practice. - -Hotel--phone number 1740, THE CARS may be used to represent 1740. This -hotel, the Brown Palace, in Denver, is a triangular building with cars -running on every side, suggesting "THE CARS." - -Fire Department--phone number 3084. MISS FIRE stands for 3084. An easy -association is that the fire men miss the fire. - -Bank--phone number 9795. Here we substitute BIG BILL for 9795, a bank -which has many a BIG BILL. - -Railroad--phone 1784. TAKE FARE association. The railroad always takes -your fare. - -Laundry--phone 7540 COLLARS. Association. Collars are in the laundry. - -Butcher--phone 531. ALL MEAT. The butcher sells ALL MEAT. - - -Telephone Exchanges - -Knowing the district in which the phone is located will often suggest -the exchange, but when necessary make a Reminder Picture for the -exchange. Following are some examples which have been used by students: - - Main--The Battle Ship Harrison--Hair or Hare - East--Yeast Randolph--Ran off - Beacon--Lighthouse Champa--Champion - Wabash--Wash Proctor--Doctor - -These are suggestions only, much depends upon the individual; make -your own reminders. The same exchange may be more easily remembered -by different visual images for each of us. Use the means that suits -you best. If the exchange is represented by a reminder make the double -visual impression, as-- - - An Abstract Co., Champa 1208 - They have the Champion TIN SAFE - A Restaurant, Main 8518 - They have Main(ly), VEAL TOUGH - - -Remembering Addresses - -A student was asked to call upon a party at 2214 Third Street, and was -cautioned by the man giving the address that he had better write it -down. The student remarked, "It isn't necessary, I can easily remember -it." Which remark, needless to say, created a favorable impression. 22 -is NUN, 14 is DEER. The student made a mental picture of a NUN leading -a DEER HOME (Third Street). - -Another address was 1939, which is quickly transferred to a picture of -a TUB and a MOP. - - -Remembering Fractions - -Fractions can be converted into words and thus carried in the mind with -exactness. A great many are illustrated in the following list. These -words all begin with the letter S for uniformity and to make it easy to -remember that the word represents a fraction: - - 1/2--Stone 1/5--Steel 9/10--Spats - 4/5--Sorrel 1/8--Stave 1/6--Stage - 1/4--Steer 5/6--Sledge 3/5--Sawmill - 3/4--Summer 1/3--Stem 7/8--Skiff - -Other words can be made for the other fractions. 1/7 would be Stock and -2/7 Sneak, and 3/7 Smack. A combination of these words with the Code -list will help with fractions. 9-1/4 would be WHIP STEER. 12-2/5 is -TOWN SNAIL. 54-1/2 is LAIR STONE. 35-1/6 is MAIL STAGE. - - -Remembering Department Numbers - -In learning the department numbers in a large department store it -is simply necessary to associate the goods sold in the particular -department with the Code word, and if desirable, the name of the buyer -can be associated also. - - -Remembering Color Numbers - -The color numbers in a wholesale house, some sixty of them, were -learned by one student while reading them over slowly. Color Number -1 is Black, BLACK TIE. Color 12 is Gold, a GOLD TOWN. A little more -difficult is 51, Gettysburg gray. Here a man is wandering over the -fields of Gettysburg in the Gray dawn with a LADY (51). - - -The Game of Memory Demonstration - -Excellent practice and a great deal of pleasure can be had by letting -some one give the child a series of ten words to be remembered in -connection with the numbers which are written opposite them. They can -be given out of order and this will make a stronger impression and be -as easy for the child. - -The numbers 1 to 10 will be represented in his mind by the Code words -TIE to TOES. Each will be pictured in turn with the word given for -the number. Let the one giving the words write the numbers 1 to 10 -in a vertical line, and as he writes the word opposite tell them to -the child taking the demonstration. For example--5 is Window. This -immediately becomes a picture of the WHEEL (5) and a Window. Throw the -Wheel through the Window. Next he might be given 10, BOOK. A picture of -TOES and Book. 3 is FIRE, a picture of a HOME (3) on Fire. 1 is CANDY, -sticks of Candy bound up in a TIE (1). - -Each word and number are to be visualized together. When the ten have -all been given, the child begins with 1 (TIE) and recalls the object -he pictured with it; next 2 (SNOW) and recalls the word pictured with -it, and so on to the end of the ten. Recall each one in sequence even -though given out of order. - -A practice demonstration: - - 5--Window 1--Candy 4--Bank - 10--Book 9--Fish 6--Apple - 3--Fire 8--Auto 2--Stone - 7--Horse - -Begin with 1 and recall them in sequence. - - -A Number Demonstration - -Instead of the words, as used in the preceding game, follow the same -plan as with two digit numbers, as-- - - 1 is 29 4 is 100 7 is 35 - 2 is 93 5 is 61 8 is 12 - 3 is 57 6 is 44 9 is 98 - 10 is 86 - -This is simply a combination picture of two Code words. One is TIE and -29 is KNOB, a picture of a huge red TIE hanging on a KNOB will answer -the purpose. - -2 is SNOW and 93 is BOMB, a big, black, sizzling BOMB in the SNOW bank. -Picture each pair as given and recall them by first recalling the -Code word for the position in the list and it will be associated with -another object in the picture, the number value of which is the number -as given. - -Accuracy in this game is dependent upon being familiar with the Code, -know the sounds, and if the Code word for 57 does not come to mind -easily use any word with the two sounds L and K and it will represent -57. You could use the word Lake, Elk, or Leg, any one of which will -enable you to remember the number. - -Other uses of the Number Code will be given in the next book, and there -will be found many applications of it to the needs of the child in his -school work. It is helpful in many ways and should be mastered both for -its usefulness and for the value in mental development which will come -from practicing with it. - - - - -REMEMBERING PEOPLE'S NAMES - - -To forget names is a common failing. Many people can remember faces but -fail when it comes to recalling the name. This is mostly the result of -inattention. Remembering names is more difficult than remembering some -other things, and for this reason many have fallen into the habit of -not trying. - -One thing which contributes largely to this neglect is a lack of -definite knowledge of how to accomplish the result. The principles of -memory, as given previously in this book, can be applied to prevent -this common failure. - -While children do not have to remember names as much as adults do they -should have the principles well in mind and be trained in the use of -them. They should form the habit of paying attention to the names -and remembering them. Parents should require them to call the people -they meet by name and to realize the value of being able to do so. -Almost every one can remember faces of strangers more easily than they -remember names. This is because of the difference in strength of the -two senses used in making the impressions. The eye nerve carries the -picture of the face to the brain. The ear carries the sound of the -name. As we have learned, the eye impression is nearly twenty times -stronger than the one made by the ear. - - =Eye impressions are lasting and can be recalled when the - impressions by the other senses can not.= - -It may be helpful to illustrate the result of your meeting with a Mr. -Penn in the following graphic way. In the following drawing let the -curve represent the surface of the brain, and the depth of the groove -the comparative impressions made by the two senses. - -[Illustration] - -This could illustrate the strength of the two images under the -conditions, where the face was seen only as the name was heard. On the -other hand, this is not usual, as a rule you hear the strange name but -once, but you see the face for several minutes, sometimes for half -an hour. During the time that you are looking at the face the eye is -making a deeper and deeper impression upon your brain. - -The ear never has had and never can have the same ability to impress -the brain as the eye. It will never be possible to remember names -as easily, or for as long a time as faces, if you depend upon the -impressions as normally placed upon the brain by the senses. - - -To Remember Names - -The problem then is to first equalize the impressions of the face and -name so that each will last and can be recalled with equal ease. The -impression of the face was made by your physical eye; at the same time -there is your mind's eye faculty which is dormant, not being used. With -it you can learn to make an impression of the name upon your brain -which will be as strong as the face impression made by the eye. - - =In order to recall with equal ease two mental impressions, they - must be made with equal strength.= - -When you meet a stranger his face becomes a picture impression upon -the brain, the first impression of the name is made by the ear, but it -can easily and quickly be made into a mind's eye picture which will -be many times more available. This mind's eye picture can be unusual, -exaggerated, and moving, so that its strength can be regulated at will. -The result will be two visual impressions, the face by the eye, the -name by the mind's eye. These can be equalized by repetition so that -when you recognize the face it will be possible to recall the name as -well. Let us adapt the former illustration and we have a picture of the -face and a picture of the name impressed upon the brain. - -[Illustration] - -Instead of retaining only the slight impression made by the ear, you -can have two impressions, both made by the sense of sight. Apply this -knowledge, and remembering names will become a much simpler matter. - - -The Name Picture - -When you heard the word Tie spoken you quickly transferred the ear -impression into a mind's eye picture of a TIE. Do the same with the -name of Mr. Penn. This is a word which has a definite meaning and it -suggests a concrete picture. You can see the pen; see all the details -of its shape, size, markings, etc. See this in your mind's eye, -visualize this picture of the word pen. It can be exaggerated and you -can animate it and put it into motion with many unusual or ludicrous -circumstances. In other words, this Name Picture can be as firmly -impressed upon your brain as you wish it to be. - - -Association Next Important Step - -When you wish to remember the Tie and Snow together, or to use the Tie -to recall the Bread, you took advantage of the Law of Association. The -two were pictured together and thus impressed upon the brain at the -same time. If you wish to be able to recall the name when you see the -face you must associate the Face Picture and the Name Picture together -in the same impression. - -[Illustration] - -You will remember that success in the use of associated picture -impressions depend upon one of the objects in the picture being -familiar and easily recalled. In this case the Name Picture is -associated with, or hitched to, the Face Picture. The Face Picture will -always be present when the name is wanted. The person may come into -your home, or you may meet him outside, in each case when you see the -face it will bring to your mind the picture of the name. - - -To Remember Mr. King - -When you meet a stranger take this opportunity to get a Face Picture of -this person impressed upon the brain. When you hear the name, King, you -have a light temporary ear impression of it. Take this ear impression -of the name and quickly transfer it into a mind's eye picture of the -king. Then into this picture of the king place the face picture, see -the face of this Mr. King sitting on the throne, wearing the crown -and robes and waving the scepter. Make this Name Picture strong, -exaggerated and unusual. Here you are combining a mind's eye impression -with a physical eye impression and the one is definite, a real thing, -while the mind's eye impression seems, in comparison, to be vague and -indistinct. It is a strong impression, nevertheless, and very little -experience and practice will be necessary to prove its value and -availability. - -[Illustration] - -You must, of course, hear the name distinctly. You can not remember it -if you do not know what it is. The first impression of the name must be -definite and certain, do not hesitate to ask to have the name repeated -or even spelled. The person will be complimented that you are making an -attempt to remember him. - -It will help you to become conscious of these mind's eye pictures if -you will look away from the stranger's face for a moment and see both -the face and name pictures in the visual impression which you have been -forming. This can be done for an instant during the conversation, or at -some other opportunity. - - -Associating Name and Face Pictures - -Go into any savage or semi-civilized tribe today and you will find -that names are given because of some trait of character; some peculiar -characteristic; some unusual appearance or accomplishment. About fifty -per cent of the names you meet with are nouns, words with a meaning -which suggests definite, concrete pictures, which can easily be -associated with the faces of the persons just as we have done here with -the name King. Note these examples: - - Mr. Gun Mr. Starr Mr. Wells - Mr. Stone Mr. Ring Mr. Bell - Mr. Cotton Mr. Street Mr. Penn - -There are thousands of names just as simple, including colors, animals, -birds, fish, fruits, and almost every object. All these can be easily -visually associated with the face. - - -Obtain a Meaning by Change - -Many names do not come under the classification of a direct and simple -meaning because of a little change which may have been made in the -manner of spelling them. Others can be converted into some simple -meaning which can be easily impressed upon the mind by making a slight -change and spelling the names as they sound. In other words, by -remembering them as they sound rather than as they are spelled. - -The following examples are common: - - Mr. Rhodes--roads - Mr. Coyle--coil - Mr. Knoble--noble - Mr. Reuter--rooter - Mr. Baran--baron - Mr. Asche--ash - Mr. Lyon--lion - -[Illustration] - -Use the picture here as Mr. Perrett. The name as it sounds calls to -your mind a bird. See the bright green parrot flying around his head -and perching on his shoulder; see the vivid color of the bird. Close -your eyes and review this picture association of the face and the name. -Do this until you can see it with your eyes open. - - -Meaning in First Syllable - -Many names which seem to present difficulties upon first hearing them -simply need a little attention and analysis. At times when names have -escaped you, you have gone back to the alphabet and by running over -the letters have found that the first letter suggested the name wanted. -Some names which are apparently difficult will be easily remembered if -you will notice that the first syllable of the name is a noun and has a -definite meaning. - -You meet Mr. Carruthers. This name presents considerable difficulty -until you notice that the first three letters spell the simple word -"car." By visually associating the object "car" with his face and -repeating the name Carruthers a couple of times, you will find no -difficulty in recalling the name. - -Note these examples of this method of using the first syllable for the -Name Picture: - - Mr. Bellamy--bell - Mr. Reardon--rear - Mr. Raymond--ray - Mr. Seagraves--sea - Mr. Ringling--ring - Mr. Burroughs--burr - Mr. Dennison--den - Mr. Bushnell--bush - Mr. Boardman--board - Mr. Pierson--pier - -[Illustration] - -Practice with this idea by using the face here as Mr. Woodhead. See a -stick of wood on his head, pile it there and see it roll off, don't be -afraid to make strong, unusual Name Pictures. You will not have to -tell the man how you remembered his name, but to do it will be one of -your greatest business assets. - - -Meaning of Vocations - -Almost every vocation has been used as a proper name. Undoubtedly the -name comes from the fact that the forefathers followed that vocation. -In every such case see the person working at the trade. For practice -use this man as Mr. Smith, suggesting a blacksmith; see him working at -his forge, see the anvil, the sparks, the hammer, see him strike. Make -a strong, vivid picture. (Smith comes from the word Smythe--meaning -hitter.) - -[Illustration] - -Other examples: - - Mr. Miller Mr. Fisher Mr. Shoemaker - Mr. Carpenter Mr. Plumber Mr. Butcher - Mr. Gardner Mr. Painter Mr. Walker - -Each name picture of a vocation should contain the scenes which are -familiar to you. Mr. Carpenter has a hammer and nails, working at the -carpenter trade; Mr. Gardner, with hoe and spade, is caring for his -garden. - - -Familiar Name Pictures - -There are many names which do not have a meaning and are not readily -changed to suggest a picture to be associated with the Face Picture. On -the other hand, these names will suggest Name Pictures with which you -are thoroughly familiar. They will suggest a location, article, place, -or some familiar fact that can be used for the Name Picture and which -will recall the name to your mind when you see the face. - - =Make it a rule to associate the unknown with the known.= - - -Geographical Name Pictures - -The first one of five groups of familiar pictures of proper names is -the Geographical group. You meet a stranger by the name of Mr. Lansing, -and the name immediately suggests the city of Lansing, Mich. If you are -familiar with the city of Lansing you can very easily make a visual -picture of this person standing in some particular street or familiar -corner of the city. - -It is not necessary, however, to have a personal knowledge of the -geographical location. The picture association of a stranger's face -with the geographical location will be sufficiently strong if you see -him holding the map of Michigan and pointing out the spot where Lansing -is, or any other similar picture which may suggest itself to you. - -Use this picture for Mr. Holland. This name immediately suggests -a picturesque country of Europe. See this strange face by a Dutch -windmill and the people in their distinctive costumes grouped around, -see motion in your picture, the windmill turning and the people passing -by. - -[Illustration] - -A few common geographical names follow: - - Mr. Birmingham (Ala.) Mr. Ogden (Utah) - Mr. Billings (Mont.) Mr. Platte (River) - Mr. Davenport (Ia.) Mr. Cleveland (Ohio) - Mr. Lyons (France) Mr. Patterson (N. J.) - Mr. Hudson (River) - -In some cases you can make a change in the spelling of the name and in -this way associate it easily with a geographical picture. As: - - Mr. Bostrom (Boston, Mass.) - Mr. Knoble (Knoblesville, Ind.) - Mr. Molan (Moline, Ill.) - Mr. Haig (Hague, Holland) - Mr. Jameson (James River) - Mr. Bixby (Bisbee, Ariz.) - - -Advertised Name Pictures - -[Illustration] - -There are scores of proper names which, as soon as mentioned, will -bring to your mind the picture of an object which has been constantly -advertised. Having seen this article so often has fixed its picture and -name indelibly in your mind. As soon as you see the article you can -without hesitation speak the name. When you meet a stranger by the same -name, as you often will, associate the Face Picture of the stranger -with the familiar object for your Name Picture. When you see this face -again you will recall the object which you can name without difficulty. -For example, the face here may be of a Mr. Gillette, who may not be -familiar to you, but if you hear the name Gillette it suggests the -picture of a Safety Razor. When you meet a stranger by this name, see -him shaving himself with a Gillette Razor. Review your picture a few -times and when you meet the man again his face will suggest your Name -Picture and you can call his name from the object in the picture. There -are many opportunities to use this method, your own city will have many -familiar trade marks and signs which you can use, as well as those -nationally advertised. - -A few examples: - - Mr. Hudson (auto) Mr. Sanford (ink) - Mr. Campbell (soups) Mr. Douglas (shoes) - Mr. Armour (meats) Mr. Cluett (shirts) - Mr. Knox (hat) Mr. Parker (pens) - - -Names Suggest Familiar Faces - -Many names immediately suggest familiar faces, which you can name any -time, anywhere. You often compare the strangers you meet with them and -note the similarities. Constant repetition has fixed these faces so -thoroughly in mind that there will be no confusion in naming them. You -pass a stranger on the street and some one says: "How much that man -looks like Lincoln," and you reply, "Yes, but Lincoln was taller and -did not have such large eyes, and his nose was entirely different in -shape. And Lincoln's mouth was fuller, too, not so thin and straight." -This comparison is possible, because of the clear, definite picture -which has been formed in your mind of President Lincoln. - -These familiar faces which you can recall so definitely in your mind's -eye will be of wonderful assistance in remembering strangers by the -same name. Practice with this picture as Mr. Grant. His face may be -strange to you, but the name immediately suggests a familiar face. -Now see these two faces in the same picture, see the familiar face -looking over the face of the stranger, see them meeting, shaking hands, -talking, laughing. Exaggerated, moving, unusual pictures are best. See -the familiar faces clearly as possible, and compare the two; one is -tall and the other short, one dark the other light, one has a beard and -the other has not, etc. All comparison helps to make the mind's eye -picture more definite and to strengthen the associated picture through -prolonged attention. - -[Illustration] - - -Historically Known Faces - -The faces of these familiar names are fixed in your mind by reading -history, as-- - - Gen. Sherman Thos. Jefferson Gen. Kitchener - Gen. Lee Geo. Washington Benj. Franklin - Gen. Sheridan Wm. McKinley Admiral Dewey - -Some names suggest both geographical and historical reminders. For -example: - - Livingston Raleigh Chester - Columbus Decatur Hannibal - - -Other Well-Known Faces - -A much larger number of names will suggest faces which have become -fixed in your mind by your having seen their pictures in magazines, -papers, cartoons, etc.; men who are active in politics and the -accomplishments of the present day. These you can connect in the -same way; use the known face as the name picture; see the two faces -together; put your mind to the comparison, make it active, feel -interested. When meeting strangers do not allow your mind to be -dormant, make it work, this is imperative. - - =A dormant mind is impregnable; an active mind is absorbent.= - -Notice how the cartoonist observes the peculiarities of appearance -and exaggerates them in his pictures; don't be afraid to use your -imagination in your mind's eye pictures for remembering men's names. - -Examples of well-known faces: - - Mr. Bryan Mr. Balfour Mr. Ford - Sen. Kitchen Gen. Pershing Mr. Edison - Mr. Hoover Mr. Baker Mr. Wright - "Joe" Cannon Mr. Daniels Mr. Schwab - -How many of these faces can you see clearly in your mind's eye? How -definite are they? - - -Make Use of Your Friends' Names - -The names of your friends with which you are thoroughly familiar will -bring to your mind a clear visual impression. You can see the face -as soon as the name is mentioned, not of the few but literally of -hundreds of people. Learn to take advantage of this great series of -Name Pictures, which you can indelibly hitch to the Face Picture of -the stranger who chances to bear the same name. Use the same method -as before, see the two faces clearly, compare them to make the mind's -eye picture of the friend's face definite. Use motion, think, become -interested, and every other means to make a strong, lasting impression. - - -Observe the Facial Appearance - -The peculiarities of appearance which are easily detected by the -physical eye constitute one of the most helpful methods of associating -the face and the name together. You will find as you practice that this -means is very often available. It is not possible to take advantage of -this opportunity, however, unless you are observing. In fact, to the -unobserving person there is no peculiarity about the appearance and -therefore no aid. - -For this purpose it will pay to give considerable attention to the -development of the observation. You will find the stranger's appearance -more and more helpful to you as you develop your ability to observe -keenly the faces of the persons whom you meet. Many people have some -distinctive or prominent characteristic which will directly suggest -the name, or with which the name may be associated. - -[Illustration] - -Note this peculiarity of the stranger's face, and quickly associate it -with the name as you hear it. Use your imagination and strengthen the -association as much as possible, enlarge and make more prominent the -peculiarity which you have noticed. If you meet a Mr. Cole and his hair -is dark, note the fact. See his hair as black as coal, in your picture. -Imagine taking a big piece of soft coal and rubbing it over his hair to -blacken it. The picture here is for Mr. White; note his snow-white hair -and mustache; note these facts carefully, they will suggest the name -immediately upon your seeing the face again. - -Sometimes you can use the whole face, sometimes only certain -peculiarities, a deep wrinkle, a scar, a blemish, etc. Sometimes it -will be the general build of the body or the expression of character. -Sometimes the similarity will be very noticeable. Other times the -decided contrast will be as useful in fixing them in mind. - -Color of hair or complexion is often helpful and may be more apparent -if you use the idea of changed spelling, or taking the name as it -sounds rather than as it is spelled. A few examples follow: - - Mr. Short is a small man--short. - - Mr. Biggar is short and slender, suggesting that he could be - bigger. - - Mr. Stout--is very slender. - - Mr. Smiley--is stern and cross looking. - - Mr. Gray--has gray hair. - - Mr. Redman--has rosy, pink cheeks. - - Mr. Molar--has a large mole(r). - - Mr. Fisher--has deep wrinkles, fissures. - - Mr. Baldy--is very bald. - - Mr. Reddish--has sandy hair, reddish. - - Mr. Remlinger--is bald with a rim of hair lingering. - - Mr. Eyer--has bright, keen eyes. - - Mr. Cloes--looks close and stingy. - - -Other Helpful Associations - -The circumstances under which you meet a stranger may easily lead you -to a strong association which will impress the face and name strongly -upon your mind. - -To meet-- - - Mr. Dombville (dumbbell) in a gymnasium suggests a good picture. - - Mr. Long--keeps you a long time talking, and you easily remember - the name when you meet him again. - - Mr. Pugh (pew) you may meet at church. - - -Vocational Hints - -Something about a man's business or the things he sells may help you. -When you meet a man and find difficulty in picturing his name ask him -what business he is in; this is well to know and may be helpful in -remembering the name. All the examples given in this lesson are actual -circumstances, not flights of imagination. This vocational idea is -helpful because it starts you thinking about the name. Thought is the -important factor. If you will learn to think intently you will remember. - - Mr. McCash--is employed in a bank. - - Messrs. Puls & Puls--are dentists. - - Mr. Caution--is a banker. - - Mr. Kamerer--sells Kodaks (cameras). - - -The Thought Channels - -The law of association is wonderful in its operations, and the -principles upon which it operates can be relied upon to help in cases -where it seems almost impossible to make a picture impression. The -thoughts you think when you see the face will return when you see it -again, just as the conversation and other circumstances do. In trying -to remember names that are difficult to picture, think intently about -them, silently ask and answer questions about the person or his name, -think of the peculiarity and just how it is spelled. See the name -spelled in large letters, clear and definite. The Law of Association -will tend to recall these impressions when you see the face, and by -their aid you will in most cases be able to recall the peculiar and -difficult name. - -Because a name is difficult few remember it, and its possessor is -"bored to death" by continually repeating and spelling it. Here is -your greatest opportunity; to remember this name will make a greater -impression than if it were an easy one. When you feel that you cannot -do anything else with a name think intently about it, make your mind -active, become interested, stimulate some strong feeling of pleasure at -meeting him, give the impression a strong stimulus. - - -Review Is Essential - -In an earlier chapter we found that a mind's eye picture would last for -hours, but if discarded, or not reviewed, it would gradually fade away, -time will inevitably erase it. - -We also learn that to retain an impression permanently it must be -reviewed several times and preferably at frequent intervals. Names of -the people you meet, whom you wish to remember, must become permanent -knowledge and must be reviewed or you cannot expect to accomplish -the result. While the visual picture can make the strongest possible -impression it will not become permanently available unless reviewed. - -This review and practice in the use of the visual faculty will -gradually improve the strength of the mind's eye picture and develop -the habit of attention and concentration. The first review should be -made shortly after the first impression, to insure its being distinct -and vivid. Even while talking with the party see again your name -picture associated with the face. Most names get away from you during -the first thirty seconds after hearing them. Quickly make your Name -Picture, associate it with the face and then review it. After a short -interval do it again; when the party leaves call him by name and as -soon as he is gone review the mind's eye picture of his Face and Name. - -It is helpful to call a stranger by name during the conversation, -speaking it clearly and distinctly. This will be of special value to -those who have found that they are ear minded. - -When being introduced to a group of people whose names you wish to -remember, do not go rapidly, take a reasonable time to each name. -After you have met four or five find some opportunity to glance back -and review the faces of their associated Name Pictures, then meet a -few more. As soon as possible review all the names in your mind. In no -other way can you expect to remember a number of them. At least not -until you have gotten considerable practice, and this is the way to -practice. - - -Methodical Review Best - -This review of the names of the strangers you have met is one of the -very necessary links in your success. You should do so each evening, or -at some other convenient time of the day. Quietly go over the day's -experiences and recall the faces and names of all the people whom you -have met. Each name should be reviewed several times, by means of this -review you can meet and name the stranger often enough to make his name -as familiar as you wish. When he meets you the second time, you will -surprise him by readily calling him by name. He may say, "Why, how -do you remember my name; you only met me once?" The fact is you have -met him as many times as you have visually reviewed his name and face -together. - -The most accurate method of review is to write the name of each -stranger into a small note book, or on a pad on your desk. Each time -you review the name check it off; after you have checked it five or six -times you will be familiar with it and can dispense with further review. - -Merely to go over the list and check the names is of very little -value, the review that will get results is the visual review of your -associated picture. See both the name and face pictures again, review -names and faces just as you would House and Clock by seeing the picture. - - -A Review Test - -Use the pictures of men given in this chapter, and review; as you read -each name stop a moment and see the face as clearly as possible in your -mind's eye. - - Mr. King Mr. Smith Mr. Grant - Mr. Perrett Mr. Holland Mr. White - Mr. Woodhead Mr. Gillette - - -Good Observation Necessary - -While it seems easy to retain a picture of the face, yet the value of -the impression for quick and accurate recognition will depend upon the -observation of it. The games and exercises given in the first book -will have developed this faculty in the child, but you should call his -attention to the value of it here and urge the importance of making a -special effort with the faces of the people whom he meets. - -After the person, to whom the child has been introduced, has gone, -see how much of a description he can give you of him. Help him to be -systematic in his observation. First, estimate his height, weight, and -general build. Second, tell the color of his hair, eyes and complexion; -size and shape of his nose, chin, etc. Third, how did the child like -him? Encourage him to form a definite conclusion as to just what kind -of a person the visitor is. This is important and will be helpful -later, but will need careful guidance in the formative years. Helps -which you can give in reading character should be imparted to the -child. Tell him all that you can of how you judge and estimate people, -encourage him to study this important subject as he grows older. There -are very helpful and scientific books available on this subject. - -The ability to recognize and remember people, without regard to their -name, is based upon just this kind of an observation and study of them. -Observation is the resulting mental image after the removal of the -object from view. Your ability to observe people is measured by what -you can definitely recall about them when they are gone. Recognition -of them will be based upon the memory of just these points mentioned -and in turn the memory, of course, can be no more distinct than the -impressions made upon the brain while the person was before you. -Observation then is the basis for the recognition of people, and to -improve it is of utmost importance. - - -Systematic Observation of Faces - -There are three principal steps or points to be noticed. First, -the size and general build. This can be done while the person is -approaching as well as at the introduction. Because of the similarity -of faces the size and build of a person will often be the point that -will insure accuracy in recognition. You see a person at a meeting who -looks very much like Mr. A whom you met yesterday, but Mr. A was a -tall, slender man, this man is of medium build, and so the difference -in size helps greatly in determining the identity. When meeting a -stranger get a general outline picture of him. It will be helpful to -make a mental comparison between the stranger and yourself, as to size, -etc. - -Second, the observation of the face should be especially keen and -attentive, both for purposes of recognition, and because the face -becomes the Hitching Post for the name. When being introduced, and -during the conversation, study the face carefully. First as a whole -for a general impression, and then in detail. Notice the hair first, -determine its color, condition, heavy, sparse, bald or curly, and -note any peculiarity. Then observe the eyes, nose, mouth, ears and -complexion. Form the habit of starting at the top of the head; be -systematic; and let the attention move from one feature to another. - -What is the result, how much will you later recall? No more, and in -fact no less than you can now see in your mind's eye picture when you -look away or close your eyes for a moment. Apply this test and then -look back again and improve the mind's eye picture. Add to it as much -more detail as possible. Be especially careful about noticing the -peculiarities of this face; any wrinkle, blemish or oddity of any kind -will be helpful in later remembering it. - -A natural memory for faces may be good, but it can be improved, -this kind of definite effort will get results. Any uncertainty in -recognizing people will be largely eliminated by improved observation. -For practice in this observation of faces use pictures in magazines or -papers as well as the faces of the people you meet. - -Third, let the observation of the face be crystallized into a definite -opinion regarding this person. Instead of considering him as an object -of which you are trying to get an especially good mental picture, -consider him now as an individual and decide how you like him. Help -the child to form correct opinions. To know the business in which he -is engaged, place where he lives, his avocation, and favorite form of -recreation will all aid in forming a strong and definite impression of -this person. It is not always possible to go to this extent, but get -as far as you can with it, the more you succeed the more help you will -have in remembering. Each effort will aid the memory in that particular -case--and help to form the valuable habit of close observation. - - -The Game of Faces - -Get a number of pictures of strange faces, such as you often see of a -convention, or take them from magazines. Cut them apart and take five -of these faces and observe them carefully. Make a deliberate effort to -note any peculiarity of these faces or anything about them that will -help you to identify them. Mix the five among the rest, now run through -the entire group of pictures and see if you can, without hesitation, -pick these five from the others. Practice until you can do this. Leave -these five faces out of the group and select five more; observe these -in the same manner. Now mix the last five with the large group and -identify them as you did the first five. Now take the ten and shuffle -them into the large group and identify them the second time. Divide the -ten in the two original groups of five so that you have the first five -and the second five separate. When several children are playing this -game together a score may be kept. - -Mental operation becomes habitual and such practice will help the child -form the habit of close observation of faces. The more difficulty he -has in accomplishing this the more it shows his need of just such -mental training. Let a week or so elapse and then go back to this same -group of pictures and try the same exercise again, urge the child to -look away once or twice and to make a real effort to build up his -mind's eye picture. - -Have several sets of pictures of faces so that this exercise can be -continued as often as possible. - - -Progress by Practice - -To recognize people accurately and to be able to call by name is a -wonderful asset in business or in social life. Your children can have -this advantage if you will see to it that they realize its importance -and make a deliberate effort while young. They will easily form the -habit and thank you for it all their lives. - -The ideas and principles in this chapter should be studied by the -parent and imparted to the child as he advances in years and becomes -able to use them. Do not make the common error of waiting too long -or expecting the child to get this for himself. We all like to have -children remember our names as well as to have elders do so. The -pictures which appear on the preceding pages were for the purpose of -practice and should be learned. - - -The Name Game - -Take the same pictures used in the Face Game, on page 116, and put the -names of each on the back. Now learn the name of five, making good -strong name pictures, use every idea suggested in the chapter. Review -the five and learn five new ones, now review the ten, and follow this -plan until you have learned not less than twenty names. - -Take the twenty learned and shuffle them and lay them one at a time on -a table in front of you. Try to name the person instantly; wait only a -moment and if you do not recall his name, place the card in a pile by -itself. Go through the twenty and see how many you can name; do this -often for practice. Use this group every day until you are familiar -with all. Enlarge the group by learning ten new ones each day. When -possible have some one hold the pictures for you. Try always to improve -the score and also to decrease the time necessary to name the group. If -there is more than one person learning the names, make a game of the -idea, each taking the picture which he names first, seeing who can get -the largest number. - - -The Game for Quick Naming - -After several persons have learned the names of the pictures shuffle -the cards and deal equally to the players. The one to the right of -the dealer lays a picture in front of the player on his right and -immediately starts counting slowly from one to ten. The person on his -right must name the picture before the other counts ten. If he succeeds -in doing so he takes the card and starts a pile in front of him on the -table face down. If he fails, the one on his right has an opportunity -to name the face while the one showing the card again counts ten. The -opportunity to name this card passes on to all players, the first one -giving the correct name keeping the card and continuing the play by -showing one of the dealt cards to the person on his right. If no one -succeeds in naming the card, the one playing it tells the name and adds -the card to his pile on the table and shows another. The play continues -as long as any one has any of the cards dealt. When all are out each -counts his pile on the table, secured by properly naming them, and the -one having the largest number wins. - - -The Game of Introductions - -Take a group of strange pictures and have someone show five or more to -you and name them as if you were being introduced to strangers. Use -your knowledge of how to impress the faces and names upon your mind. -Do not pass them too quickly; take time to be sure. Just this practice -which you are now doing will make it possible for you to go more -rapidly and at the same time to be accurate. - -After you have been introduced to the group of pictures, let the person -hold up any one, you naming it, and so on through the group. Keep at -this Introduction Game until you have become able to meet ten strangers -and later name each. - -Think what this ability will mean to you in business and in winning the -favorable attention of your fellow men. Carry a few small pictures in -your pocket, using odd moments in which to practice with them. Paste -them on cards and use them while riding on the street car. Practice for -profit. - - -Suggestions to Travelers - -Traveling salesmen or others whose work takes them back to a city -occasionally will find great help in keeping a written list of the -names of those whom they have met in each city. Carry the book with -you and as you are traveling towards the city, exercise your mind by -going over the list and making a visual review of the faces and names -of those whom you may expect to meet when attending to your business -in this city. It will prove to be valuable to refresh your memory from -time to time. - - -Same Principles Involved - -The problem of remembering names is the same as remembering anything -else and can be solved by the use of the same general principles. -Attention and concentration are necessary and produced by the visual -picture. To recall this name at will you take advantage of the Law of -Association, and hitch the Name Picture to the Face Picture. The face -becomes our Hitching Post and when you see it you see with it the -mind's eye picture of the name. - -Name should become permanent knowledge and this is accomplished by an -occasional review until you have made a permanent impression. - - -Remembering the Initial - -It is sometimes necessary to remember the initial as well as the name. -Often it is as hard to remember initials as it is figures, because they -have no definite meaning. An inquiry as to the names which the initials -stand for, will be very helpful. It is much easier to remember George -Henry than the initials G. H. - -Initials which occur in alphabetical sequence are easily remembered and -many times you will find that the first letter of the name continues -the sequence, as: R. S. Thompson; F. G. Hibbard; D. E. Ferris. - -Sometimes you will find the initials spelling a single word, as E. D. -which can be taken to represent the given name "Ed", which is short for -Edward. You will find many cases where the initials will spell a simple -word such as: - - R. A. Gunn (Rag). P. A. Scott (Pas-s). - R. I. Pitt (Rip). J. A. Marks (Jam). - -At other times the initials will be those of names which are -familiar to you because of historical, political or other well known -associations, as: - - S. A. Burke--will remind you of Samuel Adams Burke. - - W. J. Casper--will suggest William Jennings Casper. - -There are many initials which will represent titles or well known ideas -such as the names of lodges and societies: - - D. A. Rasmussen can easily be associated with the D. A. R.--Daughters - of the American Revolution. - - C. E., Christian Endeavor or Civil Engineer. - - D. R., Doctor. - - A. D., Anno Domini. - - P. M., Post Master. - - N. W., North West. - - -Make Initials Into Words - -Another helpful idea is to make words beginning with the initial, -either descriptive words, or those that can be associated with the -business. You meet a Mr. R. E. Pasley in a real estate business--R. E. -Pasley, Real Estate Pasley. - - R. I. Sterns (a printer)--Red Ink Sterns. - - H. R. Paul (hat dealer)--Hat Retailer Paul. - - -Both Initials In One Word - -In many cases the two initials can be formed into the same word, the -first letter of the word being the first initial and the last letter -the last initial. The following are some examples: - - H. R. Gray. His hair is gray which helps to remember his name and the - initials can be made into the word HaiR--HaiR Gray. - - L. T. Robinson, LighT Robinson. (Mr. Robinson is a light blond.) - - M. L. Harber, MilL Harber. - - C. D. Dauchy, CarD Dauchy. - - -The Price Must Be Paid - -You realize full well the value of the ability to call people by name. -You have often wished that you had this ability. It is one of the -priceless assets in a successful business career, and to attain it is -to reach one of the high principles of mental development. - - =The ability to remember proper names is not an exceptional gift, - but is an acquired faculty based upon the use of simple means and - of personal effort.= - -Knowledge is power, but only when applied. All the knowledge in the -world is of no value to its possessor unless used. You are successful -in life just in proportion as you are using the knowledge which you -have. - -A dependable memory for names as well as faces is within your grasp. -The knowledge imparted in this lesson, simple as it may seem, has been -used by thousands of business men to develop reliable memories for -Names and Faces. - -You will have many opportunities to prove it in the next few days. Be -true to the method. Make a deliberate attempt in each case. Force your -mind to wake up and get on the job. Do not be content until you have -a definite association which you are going to use to remember each -particular name. - -Under no circumstances allow yourself to neglect the review. Each -review adds new strength to the impression. Only strong impressions can -be recalled at will. Make it a part of your business to remember the -names of the people to whom you are introduced. Know every customer; if -the list is a long one, do not expect to learn them all in a week, but -do not let a day pass without fixing definitely in your mind the names -of several. Children should learn the names of every scholar in the -room and of all the teachers in the school. - -The persistent use of this definite knowledge will accomplish results -that now seem impossible. It is the use of the knowledge that will -bring progress. - - ="He who learns and learns and acts not what he knows is like the - man who plows and plows and never sows."= - -You may feel yourself handicapped in life because of a poor memory. -This shortcoming can reasonably be charged to a lack of right knowledge. - -You cannot say as much for your children now. What will you do to -help them form the Memory Habit early in life? Do not wait for them -to do this for themselves; it should be done now. You are the child's -guide--you are largely his will power. The responsibility is squarely -up to you. - -Nature's rewards are ample. You will both be fully repaid for every bit -of effort. - -Nature's rewards are just. You or your children will never reap the -reward of a good memory until both have paid the price of effort. - -Your child WILL grow--he cannot stand still or wait for your -convenience. - -He will form the Habit of Remembering or the Habit of Forgetting--which -shall it be? - -You can multiply the profits of his life by helping him to master his -Memory--otherwise it will master him. - -Practice is the great need. Play the games and develop the brain. - - - - -TRANSCRIBER'S NOTES: - - Italicized words are surrounded with underscores: _italics_ - Emboldened words are surrounded with equals signs: =bold= - - There are inconsistencies in the Table of Contents regarding chapters - and sections, as well as incorrect page references. 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