Assimilative Memory - or, How to Attend and Never Forget
130 pages
English

Assimilative Memory - or, How to Attend and Never Forget

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130 pages
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The Project Gutenberg EBook of Assimilative Memory, by Marcus Dwight Larrowe (AKA Prof. A. Loisette) 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 Title: Assimilative Memory or, How to Attend and Never Forget Author: Marcus Dwight Larrowe (AKA Prof. A. Loisette) Release Date: May 6, 2008 [EBook #25354] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK ASSIMILATIVE MEMORY *** Produced by Barbara Tozier, Bill Tozier, Laura Wisewell and the Online Distributed Proofreading Team at http://www.pgdp.net Transcriber’s note Printer errors: A number of printer errors have been corrected. These are marked by light underlining and a title attribute which can be accessed by hovering with the mouse. For example, text. Inconsistent hyphenation and inconsistent use of -ise and -ize spellings have been left as in the original. Layout: The exercises which are here given in shaded boxes were in the original book provided in the footnote-space at the bottom of pages. So they often occured mid-paragraph; here they have been moved to a more appropriate place. These lists, and those on pages 92–94 and 167, were originally wrapped rather than placing each item on a new line. They have been unwrapped to aid legibility.

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Publié le 08 décembre 2010
Nombre de lectures 39
Langue English

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The Project Gutenberg EBook of Assimilative Memory, by
Marcus Dwight Larrowe (AKA Prof. A. Loisette)
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
Title: Assimilative Memory
or, How to Attend and Never Forget
Author: Marcus Dwight Larrowe (AKA Prof. A. Loisette)
Release Date: May 6, 2008 [EBook #25354]
Language: English
Character set encoding: ISO-8859-1
*** START OF THIS PROJECT GUTENBERG EBOOK ASSIMILATIVE MEMORY ***
Produced by Barbara Tozier, Bill Tozier, Laura Wisewell
and the Online Distributed Proofreading Team at
http://www.pgdp.net
Transcriber’s note
Printer errors: A number of printer errors have been corrected. These are marked by light
underlining and a title attribute which can be accessed by hovering with the mouse. For
example, text. Inconsistent hyphenation and inconsistent use of -ise and -ize spellings have
been left as in the original.
Layout: The exercises which are here given in shaded boxes were in the original book
provided in the footnote-space at the bottom of pages. So they often occured mid-paragraph;
here they have been moved to a more appropriate place. These lists, and those on pages
92–94 and 167, were originally wrapped rather than placing each item on a new line. They have
been unwrapped to aid legibility. The styling of chapter and section headings was inconsistent
in the original. Here we have retained the use of capitals or small-capitals, and have decided
to mark those headings occurring in the Table of Contents as chapter headings, and make a
best guess as to the logical level of the other headings used.
Greek: The Greek words on page 129 are exactly as in the original, with no attempt made to
correct errors. Some browsers may not display accented Greek letters, but a transliteration of
the whole word can be accessed by hovering with the mouse. For example, ἔμπορος.
Accessibility: Expansions of abbreviations have been provided using the <abbr> tag, and
changes in language are marked. The book contains many words in which some though not all
of the letters are in italics, for example Swordsman. This may cause problems for some
screenreaders. If necessary, one might edit the file to remove all <i>…</i> markup: emphasis
of other words will not be lost, since they have been marked instead using <em>. The
following accesskeys are provided:
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1 Start of book2 Skip book’s frontmatter.
3 Table of Contents
(MARCUS DWIGHT LARROWE)
A S S I M I L A T I V E M E M O R Y
O R
H O W T O A T T E N D A N D N E V E R F O R G E T
B Y
P R O. A F . L O I S E T T EF U N K & W A G N A L L S C O M P A N Y
N E W Y O R K A N D L O N D O N
1 8 9 9
Copyright, 1896, by
IDA M. LARROWE-LOISETTE
All Rights Reserved
Entered at Stationer’s Hall, 1896.
All Rights Reserved.
Printed in the United States of America.
PREFACE.
Prof. A. Loisette wishes to call the attention of those who are now for the
first time becoming acquainted with his System of Memory Training, that he
was the first teacher of a Memory System to announce and to insist that
Memory is not a separate faculty whose office it is to carry the recollective
burdens of the other faculties—but that Memory is a Physiological and
Psychological property of each mental act, and that such act retains the traces
and history of its own action, and that there are as many memories as there are
kinds of mental action, and that, therefore, Memory is always concrete,
although, for convenience sake, we do speak of it in the abstract, and that
consequently all Memory improvement means improvement of the Action or
Manner of action of the Mental powers, and that what he imparts is the right way
to use the Intellect and Attention—and that hence his System does make and
must make better observers, clearer and more consecutive thinkers, and
sounder reasoners as well as surer rememberers; that in short the fundamental
principle of his System is Learn by Thinking, and that his achievements as a
mind-trainer are completed when he has helped the student of his System to
acquire the Habit of Attention and the Habit of Thinking on that to which he is
attending on all occasions, which two Habits combined constitute the Habit of
Assimilation, and that when this Habit of Assimilation is thus established in the
pupil’s mind, the System as such is no longer consciously used.Skip →TABLE OF CONTENTS.
page
1. —Fundamental Principles of Assimilative Memory. 1
2. —Brain Tonic; or, The stimulating Power of the Method. 6
3. —Educating the Intellect to stay with the senses of Sight and Hearing;
or, Cure of Mind Wandering. 15
4. —Learning any Series of Proper Names—American Presidents. 25
5. —The Unique Case of the English Sovereigns—How to learn their
Succession quickly. 31
6. —Numeric Thinking; or, Learning the longest sets of figures almost
instantly. 38
7. —Decomposition or Recomposition, and Intellectual Inquisition; or,
How to learn Prose and Poetry by heart, with numerous examples,
including Poe’s Bells. 47
8. —Analytic Substitutions; or, A Quick Training in Dates, etc., Dates of
the Accession of American Presidents and of the English Kings,
Specific Gravities, Rivers, Mountains, Latitudes and Longitudes, etc. 66
9. —Thoughtive Unifications; or, How to never forget Proper Names,
Series of Facts, Faces, Errands, Conversations, Speeches or
Lectures, Languages, Foreign Vocabularies, Music, Mathematics,
etc., Speaking without notes, Anatomy, and all other Memory wants. 109
10. —Acme of Acquisition; or, Learning unconnected facts, rules and
principles in the Arts, Sciences, Histories, etc., etc., chapters in
books, or books themselves, in one reading or study. 149
11. —Learning one hundred facts in the Victorian Era, with dates of year,
month, and day of each in one thoughtive perusal. 159
[Page 1]A S S I M I L A T I V E M E M O R Y .
FUNDAMENTAL PRINCIPLES.
What is the basic principle of my system? It is, Learn by Thinking. What is
Attention? It is the will directing the activity of the intellect into some particular
channel and keeping it there. It is the opposite of mind-wandering. What is
thinking? It consists in finding relations between the objects of thought with an
immediate awareness of those relations.
What is the Sensuous memory? It is association through the eye or ear of a
succession of sights or sounds without any reflection or consideration of the
units of the succession, or what they stand for, or represent. It is learning by
rote—mere repetition—mere brainless or thoughtless repetition—a mode of
learning that is not lasting—and always causes or promotes mind-wandering.
What is Assimilative memory? It is the habit of so receiving and absorbing
impressions or ideas that they or their representatives shall be ready for revival
‌or recall whenever wanted. It is learning through relations—by thinking—from
grasping the ideas or thoughts—the meaning and the comprehension of the
subject matter. This mode of learning promotes attention and prevents mind-
wandering.
What are the two stages of the Memory? Let me illustrate: Last week,
month, or year you saw a military procession pass along the streets. Note how
[Page 2]your mind was affected. Into your eyes went impressions as to the number
composing the procession, their style of costume or dress, the orderliness or
otherwise of their march, the shape and form of the musical instruments in the
hands of the band, and the appearance of the officer in charge on horseback.
Into your ears went impressions of the sound of the tramp and tread of the
soldiers, the tune played by the band, and any commands uttered by the officer.
These impressions commingling in your brain made up your experience of the
passing of the procession—your first and only experience of it at that time. I call
this the First Stage of the Memory—the stage of the First Impression, which is
always the precursor of the Second Stage.
What is the Second Stage of the Memory? This moment you recall what?
Not the procession itself; for it is no longer in existence. You saw and heard it
then, but you do not see or hear it now. You only recall the impression left upon
your mind by the procession. A ray of Consciousness is passed over that
impression and you re-read it, you re-awaken the record. This is the Second
Stage of the Memory—the revival of the previous experience—the recall to
consciousness of the First Impression. The First Impression with no power to
revive it afterward, gives no memory. However great the power of Revival, there
is no memory unless there was a First Impression. There are three conditions of
memory—(1) Impression. (2) Its Preservation. (3) Its Revival. We are mainly
concerned here with the Impression and its Revival.
There are (five) kinds of memories rising from the natural aptitudes of
different individuals—(1) First Impressions a

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