thing. Note-books and common-place books, however useful and necessary they may be to many of us, have certainly an injurious effect upon the memory, for one will be at little pains to commit to memory what he can readily find by turning to a note-book.1
"It is said by Plato that the use of writing is detrimental to memory, because, as he intimates, what we have committed to writing we cease in some degree to guard and lose it through mere neglect." -Quintilian. "The bad effects of writing down those facts and events which we wish to remember" is that "they are taken down for future consideration, and consequently receive very little present consideration".-Sydney Smith. "It is certain that when we read with a view to fill up commonplaces, we are apt to attend rather to particular passages than to the scope and spirit of the whole; and that, having transcribed the favourite paragraph, we are not solicitous to remember it, as knowing that we may at any time find it in our common-place book."-Dr. J. Beattie. "In regard to memory, it is remarkable how much its power is increased, in many instances, by that kind of exercise by which it is alone trusted to, without any aid from writing."-Dr. Abercrombie.
Abercrombie, Dr., quoted, 16; 52;
152; 256; 282, et passim.
Abstract ideas, 36; 301.
Action, memory a guide to, 4; 6;
necessary to thought, 87-8.
Activities, memory the remembrance
of, 298-9.
Addition, how to teach, 321.
Alphabet, how to teach, 313-4.
Analysis necessary in education, 226;
242; 264; in attention, 262-3;
288.
Aphasia, 219.
Arithmetic, how to teach, 320.
Arrangement, importance of, to
memory, 288.
Art, the, preceding the science, 87.
Association of ideas, 271-88; by con-
tiguity, 17-18; 273-88; by simi-
larity, 19; 278-88; these reduced
to one, 281; necessary to recol-
lection, 11; 223-4; 271-3; 286;
296; rational or philosophical,
20; 279; 294-6; importance of
forming right, 281; 295; in edu-
cation, 282; 295; in our actions,
245; 284; has a material basis,
285; resembles attraction in
matter, ib.; importance to, of
having mind well stocked with
ideas, 287.
Ascham, R., quoted, 317.
Attention, 251-70; necessary to me-
mory, 10; 41; 251; defects of
memory owing to want of, 11;
252; what it is, 252-3; conscious-
ness concentrated, 253; intensi-
fies our impressions, 165; 180;
254; by means of, we can follow
one voice or instrument among
many, 255; chiefly distinguishes
the man of genius among others,
256; deficient in idiots, 257; first
to decay, ib.; importance of
cultivating, 258; doing one thing
at a time, 258-60; 313; avoiding
distracting thoughts, 260-1; divi-
sion of labour, 264-6; physical
basis of, 266; physical conditions
which interfere with, 267; effects
of, on the bodily organs in pro-
ducing disease, &c., 267-9; culti-
vation of, 270.
Auditory memory, to train the, 304;
315.
Axis-cylinder, 97-8; identical with
nerve-cell substance, 94; 151.
Bailey, S., quoted, 241.
Bain, Prof., quoted, 30; 64; 162; 168;
173; 177; 229; 301; 304; 312;
322, et passim.
Bastian, Dr., quoted, 143, et passim.
Beaufort, Sir F., case of, 238.
Bell, Sir C., quoted, 269.
Bernstein, Dr., quoted, 142, et passim.
Bidder, G. P., his calculating powers,
25; 320.
Blindness, psychical, 220.
Blood, the, 69-74.
Body, the, 64-124; connects man with
material world, 64; connection
between mind and, 65; con-
stantly undergoing change, 68;
blood, 69-74; heart, 70-1; motor
organs, 74-5; bones, 76-7; joints,
77-8; muscles, 78-86; nervous
system, 89-120; cerebro-spinal
and ganglionic or sympathetic
systems, 90-1; white and grey
matter, 92; grey matter, 92-4;
nerve cells, ib.; nerves, 94-7;
cerebrum, 98-104; cerebellum,
104; corpora quadrigemina, 105;
optic thalami and corpora striata,
105-6; crura cerebri, 107; pons
varolii, ib.; medulla oblongata,
107-10; cerebral membranes,
110-1; spinal cord, 114-5; nerves
of, 115-7; cerebral nerves, 117-20;
exercise, effects of, 120-2; act of
locomotion, &c., 122-4.
Bones, the, 76-7.
Brain, the, 98-114; membranes of,
110-1; quantity of blood going
to, 111-2; cerebro-spinal fluid,
112; weight of, 112-3; when, at-
tains full size, 113-4; not the
sole seat of memory, 141-9; nor
of mind, 149-53.
Brodie, Sir B., quoted, 222; 238;
Brown, Dr. T., quoted, 16; 17; 234;
263, et passim.
Brown-Sequard, Dr., quoted, 143.
Calculation, mental, 25.
Carlyle, T., quoted, 248.
Carpenter, Dr. W. B., quoted, 9; 73;
249; 250; 291; 313; 322, et
passim.
Cell life, 60; 61.
Cerebellum, 104.
Cerebrum, 98-104; convolutions of,
99-100; grey matter of, ib.; 103;
white matter, 100-3; seat of
mind, 102; number of cells in,
103; cerebral nerves, 117-20-sce
Brain.
Chalmers, Dr., case of, cited, 266;
quoted, 302.
Chess playing, blindfolded, 24-5.
Cicero, quoted, 291.
Clarke, Dr. Adam, his loss of memory,
Cleland, Prof., quoted, 150; 152.
Colburn, Zerah, 25, 249.
Coleridge, S. T., quoted, 294.
Colour, undulations of, 188-91; har-
mony in, 190.
. Common sense, derived from experi-
ence, 240.
Consciousness, memory necessary to,
2; 234; formerly regarded as co-
extensive with mind, 48; 227;
much regarding which, gives us
no information, 50-1; change
necessary to, 206; 229; an act
of antagonism, 230; exists in an
inverse ratio to degree of in-
tensity of sensations, &c., ib.;
time necessary to, 214-6; 231-2;
244-5; not co-extensive with
mind, 235; always much in the
mind of which we are uncon-
scious, 236-9; whatever has once
been consciously in the mind is
ever after retained, 239; the
more any power or faculty is
trained the less consciously it
acts, 247; necessary at first, 247-
8; afterwards it may be a hin-
drance, 248; progress towards
unconsciousness, ib. ; the highest
operations are carried on uncon-
sciously, 249; the highest form
of memory unconscious, 250;
regarded by some as an evil, 230.
Consciousness, double, 272.
Contiguity, association by, 17; 18;
273-4; two kinds of, successive
and synchronous, 274-6; strong
in children, &c., 277; to be culti-
vated, 277-8; disadvantage of,
279-80.
Corpora quadrigemina, 105.
Corpora striata, 105.
Corpus callosum, 99; 102.
Cramming, evil of, 322.
Crura cerebri, 107.
Cunningham, Dr. J., quoted, 302.
Curiosity favourable to memory, 41;
306.
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De Quincey, T., quoted, 9; 262.
Differentiation, 208.
Division of labour, advantages of,
264-5; 266.
Doing one thing at a time, 258-9.
Draper, Dr., quoted, 59, et passim. -
Drowning persons recalling their
past life, 238.
Ear, the, 175; 181; associated with
the voice and speech, 182-3;
315-7.
Education, defects of present system,
8; 225; 312-3; should form clear
images in mind, 224-6; science of,
yet unformed, 225; importance
of analysis in, 226; 242; 264; 266;
great object of, 248; untrained
activity diffusive, 268; associa-
tion of ideas in, 282; 295; art of
questioning, 282; on training the
vocal organs, 287; 304-5; cultiva-
tion of memory the great business
of, 312; how to teach the alphabet,
313-4; pronunciation, 315; spell-
ing, ib.; foreign languages, 316-9;
writing, 319; arithmetic, 320;
addition, 321; cramming, evil of,
322.
Ego and non-ego, 205; 230; 301.
Example, power of, 301.
Exercise, effects of, on bones, 76-7;
muscles, 84; 86; 297; nervous
system, 120-2; senses, 298.
Expression neccssary to thought, 75;
87-8.
Eye, the, 191-3; movements of, 193;
the mind's, the retina, 301.
Fairy tales, &c., value of in educa-
tion, 215.
Feelings opposed to memory, 299.
Feinaigle, G. von, quoted, 293, et
passim.
Ferrier, Prof. J., quoted, 230-1; 249,
et passim.
Figures, dates, &c., how to remember,
310-1.
Forget, does the mind ever,? 9; 11;
12; 235-9.
Fuller, Thos., quoted, 324.
Galton, F., quoted, 225, et passim.
Ganglia, the, 90-1.
Genius, the concentrating of atten-
tion, 256.
Goethe, quoted, 249.
Griesinger, Dr., quoted, 132.
Grotius, H., his great memory,
Habit, power of, 85-6.
Hamilton, Sir W., quoted, 1; 9; 21;
26; 32; 148; 149; 151; 152;
229; 233; 234; 239; 243; 253;
284, et passim.
Hartley, D., quoted, 324, et passim.
Hearing, 175-85; organ of, 175-6;
sonorous vibrations, 176-9; musi-
cal tones, 178-9; differences in
acuteness of, 179-80; deafness,
180; attention in, ib.; direction
of sounds, 181; value of, ib.;
loss of, 182; closely associated
with the voice, ib.; highly sus-
ceptible of education, 184.
Helmholtz, Dr., quoted, 137; 177;
179, et passim.
Hereditary transmission of qualities,
61-3.
Hering, Dr. E., quoted, 297, et passim.
Heyse, Dr. K. W. L., quoted, 202.
Holland, Sir H., quoted, 72; 169;
324, et passim.
Holmes, O. W., quoted, 232.
Houdin, Robert, his method of train-
ing the memory, 308-10.
Huxley, Prof. T., quoted, 248, et
passim.
Ideas, 203; 212; 213; senses con-
cerned in, 36; 301; see Mental
Images.
Idiots, memory for words in some, 14;
277; lack power of attention,
Imagination, 21-22; a sense basis,
33-4; 146; diseases caused or
cured by, 267-8'; to be cultivated,
308.
Imaginative memory, 21; 23; 26;
superiority of, 27-8; 296; 300;
how to cultivate, 308-12.
Insanity, exercise of sight in, 199-200;
power of ideas in, 212; 217.
Judgment depending on past experi-
ence, 240.
Kirkes' Physiology, quoted, 109;
116; 117.
Knowledge, no, without memory, 2;
from general to particular, 226;
in, we distinguish between object
and subject, 301; acquired
chiefly through sight, hearing,
doing, 303-4.
Language should be learnt by ear,
182-3; foreign, how to learn,
316-9; the Prendergast system,
318-9.
Laycock, Dr., quoted, 244, et passim.
Leibnitz, quoted, 228.
Lewis, G. H., quoted, 234, et passim.
Leyden, Dr. J., his great memory,
12; 19.
Liberty and necessity, 241.
Light, 188-91; undulations of, ib.
Local memory, 16-17; 290-2.
Locke, John, quoted, 12; 53; 218; 317,
et passim.
Locomotor ataxia, 218.
Loisettian system, xiii.
Luys, J., quoted, 241, et passim.
M'Cosh, Dr. J., quoted, 250.
M'Kendrick, Prof., quoted, 150, et
passim.
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