Читать книгу THE POWER OF MIND - William Walker Atkinson - Страница 38

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Treating of the development of ear perception and memory, following the preceding chapter, and giving numerous exercises designed to develop and cultivate the faculty of intelligent hearing—Instances of greatly developed ear perception show us that the majority of people have the sense of hearing but imperfectly developed, and place but little attention upon what they hear, and this faculty may be greatly developed and improved by intelligent practice—Good authorities have stated that “one­half of the deafness that exists is the result of inattention,” and one­half of the poor memories are traceable to the same cause—The exercises are designed to remedy this defect—This chapter includes a valuable system for memorizing things heard, following the lines laid down by the ancient Hindu teachers when transmitting their sacred teachings.

IT IS rather more difficult to formulate a list of exercises for the development of ear perception than to give a similar list of exercises for the eye. The development of ear perception along the lines we have laid down for eye perception would lead us into a field of little practical benefit. We would be accused of teaching our pupils the art of mimicry or ventriloquism, in stead of memory training. The ventriloquist, as you are, of course, aware, will so correctly reproduce the sounds of the human voice as heard from a distance, that our senses are completely deceived. His art is not merely the clever producing of sounds, but the cultivation of such a fine degree of ear perception that he can distinguish the faintest differences in the tones reaching him, and is thus enabled to reproduce them. Many children have this gift, and so accurately perceive and register the sound impressions reaching them, that they are able to reproduce same with a considerable degree of skill.

Great differences are noticeable among individuals regarding the development of the sense of hearing. Some have a very keen ear for sounds in general, or sounds appertaining to certain lines of occupation, etc., but have but a very moderate, or even poor, degree of perception of musical tones, while on the other hand many musicians are notorious for their dullness of perception of outside sounds. Then again, some are able to distinguish certain kinds of sounds very readily, and scarcely notice others.

Our statement, in a previous chapter, that attention and interest is necessary before the mind will register a clear impression which can be readily reproduced, is particularly true in the case of impressions received through the sense of hearing. Good authorities have stated that “one­half of the deafness that exists, is the result of inattention.” This being the case it will readily be seen that the best way to cultivate improved ear perception is to cultivate attention and interest. This, perhaps, will be more easily understood when we remember that in many cases we are almost perfectly oblivious to the sounds around us, being intently occupied with some other subject, in which case the sounds enter our ears freely, but the mind being otherwise occupied fails to take cognizance of the impressions received. In many instances, however, we will be able to remember things which were said which at the time we failed to hear. This is the effect of the subconscious function of the mind, of which we have spoken in another chapter.

It is a pity that in our modern life the training of the sense of hearing has been so much neglected. It is capable of affording us great pleasure and enjoyment as well as rendering us great service if educated and trained that we may receive from it the advantages which it is capable of affording. The sense of hearing may be more highly trained and developed than perhaps any of the other senses. It may be developed by exercise and culture and deteriorates by neglect and inattention. The Indian has such a wonderful sense of hearing, or rather has so trained his hearing, that he is enabled to hear the sound of the foot­steps of his approaching enemy by placing his ear to the ground. The mere rustling of a leaf or the cracking of a twig is distinctly heard by him. The leader of an orchestra will detect the faintest inharmony or departure from time or tune in his orchestra, and will be able to detect the faulty performer without hesitation. The blind being thrown back on their other senses, have developed these to a wonderful degree. They have so sharpened their sense of hearing, or rather the sense of attention and interest in sounds, that they can tell when they are passing a stationery object, by the sound of their own footsteps, and can discriminate between a lamp­post and a man standing still, by the same means.

We give below several exercises intended to develop the sense of hearing by practice. These exercises are intended principally as suggestions to the student, that he may be able to take advantage of the opportunities around him in his daily occupation calculated to develop this sense.

EXERCISE 1.

When passing along the street, endeavor to catch up and retain for a few moments the scraps of conversation of the passers­by overheard by you. You will be surprised at the number and variety of disconnected sentences you will be able to hear and retain in the course of a walk of a few blocks. It is all a matter of attention and interest. This exercise is, of course, valuable only in the way of practice, as the remarks overheard will probably be of no importance, unless you are a student of human nature.

EXERCISE 2.

Endeavor to distinguish between the voices of people you meet, and to remember the voice if you hear it again. Everyone has a different voice, and it is quite interesting to study the different types of voices and their characteristics. You will notice that every man has his own way of pronouncing and accenting certain words. You will also notice that persons from different countries, and from different parts of our own country, have different tones and peculiarities in speech. We have known traveling men who almost invariably could determine from what part of the country a person came, by merely hearing him speak. Then a person’s character is often revealed by his voice, and the student of the subject will be able to form a very good idea of the speaker’s mental make­up in this way. It may pay you to devote a little time and attention to this subject, in odd moments.

EXERCISE 3.

An interesting exercise is that of standing where you cannot see the persons speaking, and endeavoring to distinguish their voices and to identify each speaker in turn. We have heard of a game of this sort, where a number of people sit behind a screen or curtain and speak a few words, endeavoring to disguise their voices. Those in front of the screen guess at the identity of the speaker. The result is said to be amusing, many finding it very difficult to recognize the voices of their best friends and relatives, while others who have paid more attention to voices will be able to identify the owner of every voice.

EXERCISE 4.

We knew a young woman employed in a large office building who could detect the slight difference in sound between the footsteps of every man having an office along the same long corridor. She claimed that each step had its own characteristics, and even went so far as to assert that the character of the walker revealed itself by the sound he made in placing his feet on the floor. There is a field here for one who wishes to study character at the same time developing his sense of hearing.

EXERCISE 5.

You will find it interesting and helpful to endeavor to remember the precise words that have been addressed to you during the course of the day just past. Very few people are able to correctly repeat that which has been said to them only a few moments before. Inattention is largely the cause. All employers know how little dependence can be placed in the attention and memory of the average employee in this respect. By cultivating your attention and memory along these lines, you may find it of advantage to you in your business life.

EXERCISE 6.

A useful exercise is that of listening to a simple piece of music, or a catchy tune, and then endeavoring to hum it over or whistle it. As simple as this may seem to be, it will prove to be a great help in ear training, and it will also develop the attention to sounds. Those who will practice it, will find that they are developing a new interest in tune, and will be able to enjoy music better than ever before.

EXERCISE 7.

You should attend all the lectures, sermons, addresses, etc., possible, and, paying strict attention to each, endeavor to afterwards jot down what you can remember of what you have heard. Review the address, and analyze it, and repeat as far as possible the words used. This is not only of value in developing ear perception and memory, but is one of the best possible means of becoming an expert speaker. Students who sit long under a favorite professor will gradually acquire more or less of his style, and the hearing of good speakers will gradually develop within the mind of the listener a power of expression far superior to that formerly possessed. This is particularly true if the student will endeavor to repeat sentences and expressions which he has heard. When one trains himself to memorize portions of the addresses of good speakers, and to repeat them as accurately as possible, not only the words but the tone and expression as well, he will find that he is developing within himself powers of delivery and expression which will prove quite useful in after life.

EXERCISE 8.

The best method of training the memory to retain and recall that which has been heard, is that used by the Hindus and other people in the transmission of their sacred teachings and philosophies, to which we have alluded in the preceding chapters. The keynote and secret of their wonderful system is small beginnings; gradual increase; and frequent reviews. In other chapters of this work, we will take up this system in detail, in connection with the practice of memorizing the contents of printed pages, etc., and we will merely go over it in general in this part of the book. The Hindu teachers begin by repeating a single line of their Vedas to the student. The latter memorizes this line thoroughly, imprinting both the words and their meaning upon his mind indelibly, so that he knows every word in the line as if it stood out before him. He can repeat the line backward or forward and knows the position of each word. Then he learns another line the next day, after which he reviews the first line, following it up with the second one just learned, thus joining them together in his mind. The next day a third line is added, the first two being reviewed and the third joined to them. And so on, one line each day, and constant review and joining together of the new line and the old ones. The review is, of course, the important thing, as it causes the student to go over and over the lines previously learned, each time the impression being deepened. These frequent repetitions also serve to rub smooth the line by which each line has been soldered to the succeeding and preceding ones, and makes the whole appear as if it had been learned at one time, thus giving a completeness to the composite impression. Later on, the student is able to take up two lines a day, then three and so on until an almost incredible capacity has been acquired. But the Hindu teachers warn against attempting too many lines a day for some time, as the mind must be gradually trained to the work.

To the student of this work, who desires to develop along these lines, we would advise that he have some friend help him in the work, reading a line to him the first day, and then repeating it until it is firmly fixed in his mind. Then the next day having him review the first line and learn the second, and then reviewing both. And so on, keeping to a single line a day for a month or so before attempting more. A line of poetry is the best thing upon which to commence. We do not know of a better poem for the purpose than Scott’s “Lady of the Lake,” the style of which is attractive, the rhythm pleasing, and the subject interesting. After hearing a line read the first time, the student should endeavor to repeat it. If he cannot repeat it clearly and plainly, he should have it re­read to him after a few minutes, and so on until he knows it thoroughly. He should then repeat it a number of times, until he thinks he knows it, and then he may try to say it backward. If he has so fixed it in his mind that he can make a mental picture of the words, he will have little difficulty after once acquiring the knack.

The second day he will repeat the line already learned, before he attempts the second line, and then, after learning the second line thoroughly in the way above stated, he should join the two together. On succeeding days he will add a line each day—one new line each day, remembering that the review is the thing that is the most important for him. He must think of the meaning of the words, as well as the mere words themselves, endeavoring to form a mental picture of what is being described. Do not attempt too much at the start. The one line a day will soon give you as much as you can well review without too much effort. Do not let the apparent simplicity and “easiness” of the task give you a poor idea of the plan. This is the same plan whereby the Hindu student or chela learns to commit to memory books equaling in size our Bible. Little by little, with constant reviewing, does he acquire this art.

We will take up this Hindu method at length in our chapter entitled the “Cumulative System,” as before stated, in connection with the memorizing of printed words, but in this chapter on exercises in Ear Perception, we think it proper to call the attention of the student to the fact that if one wishes to remember what has been spoken in his presence, this is the one great way to do it. It is not merely the lines of the poem that you are learning, but you are also training and developing the ear and the mind to receive impressions, store them away, and then to recall them. You will find your aural memory increasing daily under this practice. It is worth all the trouble you bestow upon it.

In this exercise, if you find your interest fading, take up some new poem or subject, for a change, not forgetting to review the old lines from time to time. This change will give new zest to the exercise, and will enable you to go back to the old lines with renewed interest.