# The Science of Memory Fully Expounded/Chapter 3

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CHAPTER III.
We find that those ideas are the easiest to impress on the mind that are perceptible by the senses proper. Those through the eye first, and the ear next, make the most lively impressions thereon.
Hitherto we have been dealing with substantive ideas, or such as possess a sensible, material existence,—as things, persons, or places, which we find are comparatively easy to commit to the mind. The other class, namely, abstract ideas, are much more difficult of impress, as they give less tangible and definite notions to the mind. The consideration of this latter kind will form the subject of the present chapter.
Abstract ideas are simply mental perceptions existing only in the mind, as virtue, homage, justice, etc., in contradistinction to those that are apprehended through the senses,—as boat, glove, dog, etc.
In associating these abstract ideas, we find chiefly two propositions arise, namely, to unite a familiar, ​substantive idea with an abstract one, or two abstract ideas more or less familiar. It will be sufficient for our purpose to consider these two only, though they might be subdivided into familiar and unfamiliar of each class.
The first exercise will be to associate substantive alternately with abstract ideas. This may be accomplished in the several ways as under, according to the nature of the abstract notions.
1. We symbolize the abstract idca where it will admit of it, thus a cross is the symbol of faith, a cannon or a soldier may be selected as the symbol of war, music or olive-branch of peace, and in this manner the great majority of abstract ideas may be represented by substantive and familiar notions. The symbols thus selected are associated with the substantive ideas in the usual way by picturing them in the mind, etc. Suppose, for instance, the ideas were bun and faith, the symbol for the latter would of course be a cross, and to picture these together in the mind is very simple.
2. Compare the ideas in order to ascertain clearly what affinity or relationship they may have for each other.
Example. To associate snail and sagacity. Now, in comparing these two ideas, it will instantly be seen that in the former there is an almost entire absence of the attribute, sagacity, and that it does not appear to exhibit it in any of its habits. It will ​then be found that bringing these two ideas together, and analysing them thus to discover the natural relationship between them, will so unite them, that in future it will be difficult to think of the one without the other.
Two ideas thus brought in conjunction, and eemented by this process, will, with the aid of the localising facultics of the mind, previously alluded to, become almost indissoluble.
3. If it is found that two ideas will not conveniently unite on cither of the two previous plans, the intermediate association may be used.
Example. Fox and Friendship. The fox for poultry entertains peculiar friendship.
This method may by some be objected to as slow and cumbrous, and at first it undoubtedly has the appearance of being so; but in use it will be found this is not the case, and that practically it entails no further burden on the mind; while at times it is fairly invaluable for the unition of ideas.
It depends entirely on the nature of the ideas, and upon the knowledge and acquaintance with them, which of these methods would be most appropriate in each case. A glance will usually determine a person which to use; but, in the majority of instances, the comparison of two ideas will fix them together in the mind.
The following exercise, then, will be to connect a series of substantive and abstract ideas alternately. ​In all other propositions we proceed, associating the first idea with the second, then taking the mind entirely off the first one, and associating the second and third, etc.; but, in instances similar to the present one, it is more desirable to connect together the substantive ideas first, then to join the abstract to each of the latter kind that they succeed or belong to. The advantage attending this will be, that casy propositions are substituted occasionally for others comparatively difficult, as will be seen in the following exercise.
Exercise V.
| Dog. | Sheep. |
| Faith. | Grief. |
| Herring. | Tree. |
| Sagacity. | Folly. |
| Fox. | Mud. |
| Friendship. | Knowledge. |
| Horse. | Wheel. |
| Peace. | Penitence. |
| Water. | Shilling. |
| Justice. | Clemency. |
To be associated thus:—
| Dog. | |
| Herring. | Herring. |
| | Fox. |
| Fox. | |
| Horse. | Horse. |
| | water. ​ | Water. |
| Sheep. | Sheep. |
| | Tree. |
| Tree. | |
| Mud. | Mud. |
| | Wheel. |
| Wheel. | |
| Shilling. | |
The abstract ideas are then joined to these, thus:
| Dog—faith. | Sheep—grief. |
| Herring—sagacity. | Tree—folly. |
| Fox—friendship. | Mud—knowledge. |
| Horse—peace. | Wheel—penitence. |
| Water—justice. | Shilling—clemency. |
The foregoing being thoroughly understood and mastered, we will try an exercise with ideas entirely of an abstract nature.
The chief aid in this case must be the comparison of the ideas, proceeding very slowly and analysing them, thus bringing them close together in the mind. The intermediate idea association can, however, at times be adopted with great advantage, or symbols substituted where found convenient.
It is necessary to observe again that it would be altogether useless to give here the arbitrary and artificial associations between ideas, as from the different degrees of acquaintance with the ideas, and the great ​diversity of tastes in people, it would be impossible to give those that should seem equally pertinent and useful to all. It would be found, if several persons were selected, and two or more ideas were given them to join together, that with each one the associations chosen would in some manner vary; and that those which would appear to one mind striking and impressive, to his neighbour's would in most cases prove different, or altogether the reverse. Hence, it has not been considered advisable to indicate any particular associations between ideas in the exercises given, as the students might force their minds to accept them when they would not have been chosen naturally, and thus rather hamper the mind than facilitate its operations.
Exercise VI.
| Humour. | |
| Praise. | Praise. |
| | Glory. |
| Glory. | |
| Power. | Power. |
| | Humility. |
| Humility. | |
| Rectitude. | Rectitude. |
| | Torpitude. |
| Torpitude. | |
| Pleasure. | Pleasure. |
| | Gratitude. ​ |
| Gratitude. | |
| Malignity. | Malignity. |
| | Hope. |
| Hope. | |
| Benevolence. | Benevolence. |
| | Charity. |
| Charity. | |
| Variety. | Variety. |
| | Wickedness. |
| Wickedness. | |
| Theory. | Theory. |
| | Reverence. |
| Reverence. | |
| Shame. | Shame. |
| | Selfishness. |
| Selfishness. | |
| Happiness. |