ourselves in vain to recollect something, and go through the whole store of our thoughts in order to find any one that may be associated with the one we seek; if we find the former, the latter is also found. Whoever wishes to call up something in his memory first seeks for a thread with which it is connected by the association of thoughts. Upon this depends mnemonics: it aims at providing us with easily found occasioners or causes for all the conceptions, thoughts, or words which are to be preserved. But the worst of it is that these occasioners themselves have first to be recalled, and this again requires an occasioner. How much the occasion accomplishes in memory may be shown in this way. If we have read in a book of anecdotes say fifty anecdotes, and then have laid it aside, immediately afterwards we will sometimes be unable to recollect a single one of them. But if the occasion comes, or if a thought occurs to us which has any analogy with one of those anecdotes, it immediately comes back to us; and so with the whole fifty as opportunity offers. The same thing holds good of all that we read. Our immediate remembrance of words, that is, our remembrance of them without the assistance of mnemonic contrivances, and with it our whole faculty of speech, ultimately depends upon the direct association of thoughts. For the learning of language consists in this, that once for all we so connect a conception with a word that this word will always occur to us along with this conception, and this conception will always occur to us along with this word. We have afterwards to repeat the same process in learning every new language; yet if we learn a language for passive and not for active use – that is, to read, but not to speak, as, for example, most of us learn Greek – then the connection is one-sided, for the conception occurs to us along with the word, but the word does not always occur to us along with the conception. The same procedure as in language becomes apparent in the particular case, in the learning of
