afflicted with an uncertainty, a sense of unreality, that is
almost agonizing. As the effects of the poison wear off, which
even in favorable cases takes months, the impressibility returns
but never reaches normality again.

Unquestionably there is an inherent congenital difference in
memory capacity. There are people who are prodigies of memory as
there are those who are prodigies of physical strength,--and
without training. The IMPRESSIBILITY for memories can in no way
be increased except through the stimulation of interest and a
certain heightening of attention through emotion. For the man or
woman concerned with memory the first point of importance is to
find some value in the fact or thing to be learned. Before a
subject is broached to students the teacher should make clear its
practical and theoretic value to the students. Too often that is
the last thing done and it is only when the course is finished
that its practical meaning is stressed or even indicated. In
fact, throughout, teaching the value of the subject should
constantly be emphasized, if possible, by illustrations from
life. There are only a few who love knowledge for its own sake,
but there are many who become eager for learning when it is made
practical.

The number of associations given to a fact determines to a large
extent its permanence in memory and the power of recalling it. In
my own teaching I always instruct my students in the technique of
memorizing, as follows:

1. Listen attentively, making only as many notes as necessary to
recall the leading facts. The auditory memories are thus given