Candlebark School and Memory Systems

I am still bowled over by what a skilled teacher with really amazing students can do with the ideas in Memory Craft. The Year 3/4 teacher at Candlebark school, Nat, had heard about my work from her husband, Paul, who had heard an interview about The Memory Code. She invited me to give a workshop at the school – I had no idea how overwhelming it would be. Photos by Nat and Damian Kelly – all with permission of the parents and school.

Nat had already introduced the students to aspects of my work and they really understood how association and memory works. After talking briefly about Indigenous cultures and memory systems, with particular emphasis on Australian First Nations cultures, we made memory boards – each student creating a memory device for a topic they had chosen to investigate in detail. We modelled these on the African lukasa of the Luba people. I recycle beads from the MAAW (Mount Alexander Animal Welfare) Op Shop (Charity Shop) taking all the broken jewellery that they would normally have to discard. Students pin these to boards to represent their chosen topic.

The care students took chasing the right bead for each item in their sequence of information was wonderful to watch. That time is invaluable – it fixes the association between the bead and the knowledge. One white bead with red in the middle represented a heart while a black and white one was a panda. The panda-encoding students was particularly pleased with his choice from a variety of black and white options. The heart-shaped bead was perfect, he explained, because he loves pandas.

A week later, I did the same workshop with first year Cultural Astronomy students at the University of Melbourne under the guidance of Associate Professor Duane Hamacher. There was the same enthusiasm, the same careful selection of beads, the same ability to explain why a particular bead was chosen. The only difference was the complexity of the data encoded – the university students encoded 88 constellations and the meanings of the names. Back to Candlebark…

Having pinned the beads to the boards, often rearranging them a few times, students then used glue guns to fix them permanently.

Damian appeared at the end of the session and was soon surrounded by enthusiastic kids wanting to explain their lukasas (technically, the plural is nkasa) to him.

But the excitement of the lukasa workshop was just the start! Katy, a maths specialist teacher, had taken my Rapscali Tables concept and run wild with it. Students had pre-tested on tables and then illustrated the ones they didn’t know – making them instantly memorable.

7 x 3 = 21. Heaven x tree = plenty sun. The student’s personal character, her rapscallion, is now in a story she has created which starts with the rapscallion in heaven, then with a tree and ending with plenty of sun. Here I am being told the story.

4 x 8 = 32. The story has to take the rapscallion from the door to a gate and end up with a dirty shoe. For some students, it is the story they really embellish.

And some students are incredibly artistic and embellish with art. I was astounded by these examples.

But I was unprepared for the most amazing part of all. I had seen students making lukasa before. I had seen Rapscali tables at work. But I had never experienced students performing a songline through the bush and ending up at a woodhenge.

A few weeks later, the students led a group of parents, siblings, Principal John Marsden, and others up to the bush above the classrooms. They started by telling us – through performance – about how incredibly long Aboriginal people had been in Australia and how we were following their knowledge system based on sacred locations along a sung knowledge trail. We stopped along the trail to hear about 12 different civilisations in chronological order – ancient Egyptians and Babylonians, Romans and Greeks (arguing who pinched what and who was the greatest) – to the present day. There was terrific creativity and humour in the performances, but the basis was solid knowledge – and these students now have grounded this sequence in hooks on which to hang so much more learning.

Arriving at the henge, painstakingly built by Nat, Paul and year 3/4 parents, students took to the 12 posts representing the civilisations.

This was surprising. I had always assumed – without realising the assumption – that the ancient knowledge keepers would have progressed around the henge posts or stones much as I do around a memory palace. It hadn’t occurred to me that there may be experts on each topic, ‘owning’ each post or stone and the knowledge it represented. Is there any way the archaeology could ever tell us if this is the case?

Various performances told us more about the civilisations and what we have learnt from them to inform contemporary life. And they performed their multiplication tables, also linked to their woodhenge! Finally, we were reminded that Australia’s First Nations people had been there long before all of the other cultures and are still here as dynamic cultures today.

After the students had left, I stayed in their woodhenge for a while totally overwhelmed by what had happened. Never have I been more convinced that this is the way Stonehenge and the British Woodhenge and all the other Neolithic monuments would have been used. Never have I been more convinced of the value of Indigenous memory systems for education. And never have I been more convinced that there is an incredible younger generation just longing to learn.

Other classes at the school will use the Woodhenge and the trail through the bush for different topics in the future.

Thank you so much Nat, for being such an incredible teacher and John Marsden, for creating a school like Candlebark which allows students to learn with so much creativity.

Visual Alphabets galore

Of all my memory devices, the Visual Alphabet is probably the one I use most after the The Bestiary.

Basically, it is a peg system – information is pegged onto each item in the sequence. The most familiar peg system is 1-sun, 2-shoe, 3-tree and so on. But 7 gives you heaven and so 11 gives you a problem. Nothing else rhymes!

In Medieval times, they also used visual alphabets. These were alphabets created using images of objects to link to ideas. One of the most beautiful is that of Giovannino de Grassi created in 1390.

I combined a number of Medieval techniques to create my Visual Alphabet, in particular making each image link to the next visually so I didn’t need to go back to the letter and alphabet each time. When I was at the Rat I knew that the Skull came next. If I can’t remember what is next, I can always think “R is rat and then comes S which is skull”. But I never have to do that, I know it so well. Here is one page of the six which are in Memory Craft.

I would have much rather have done the 26 characters as a sequence, rather than split them onto six pages, but that wouldn’t work for printing the book. In the above image, Quetzalcoatl is entwined with the teal of the panther for the previous page.

I have had a lot of emails from people who use either my Visual Alphabet or one of their own and find them incredibly effective. I was delighted to receive an email with images from Ann Bidstrup who runs Heart Art in Park Orchards. In last term’s Art for Well Being workshops the women created concertina books for their personal Visual Alphabets , here are twelve of them. They look wonderful.

I love them! I hear that they work really well.

Interestingly, these artists don’t include the letters, just the characters. I am going to try that. I originally designed my Visual Alphabet as a continuous image like these before I had to convert it to suit inclusion in Memory Craft. But I always included the letter. I now think that this may be better. I am going to do mine again as a concertina book like these.

I use my Visual Alphabet for all public speaking, for temporary bird lists when out birding [no need to carry a pen and paper – we record them when we get home]. I use it for to-do lists, shopping lists … anything temporary.

One of the sessions at my full day workshop for Independent Schools Victoria next year will include creating a Visual Alphabet and Bestiary. Along with memory palaces and memory boards and a lot more. Their workshops are open to anyone, not just teachers from independent schools.

Art as a memory device

I get the most wonderful emails from readers. This one particularly delighted me because of the stunning painting attached.

How good is that?!? There are more of Eric Wert’s paintings on his website.

Eric wrote (quoted with permission):

“I recently heard your interview with Sean Carroll on Mindscape and want to say, as I’m sure many others have, that your discussion of memory and culture was eye-opening. I thought you might be amused by an experience I had with the Mindscape podcast which was unusual in itself, but was then surprisingly punctuated by your (incredible) interview.” [If you haven’t discovered Sean Carroll’s podcast then you are in for a treat!]

“I’m an artist from Portland, Oregon, US and my paintings can take months to make, so I’m always looking for good listening material to keep company in the studio. I found Mindscape while starting my last big painting, and inhaled most of the episodes- listening to one after another. Loved every minute, but hearing so many interviews in a day is not so great for retention. I regretted blowing through them so quickly, and felt that I couldn’t recall them very clearly (having been concentrating hard on my project while listening).

When the painting was done, I put it aside for a week to dry before varnishing. When varnishing, you have to touch every square inch of the painting, and when I did this, parts of the conversations came back with incredible clarity- to the point where I felt I could hear the particular voices of different guests depending on which part of the painting I touched. It was a very strange experience, almost like the voices were locked in the painting! The mnemonic effect doesn’t seem to work if I just look at it… only when I get up close and touch a particular spot. It was actually quite eerie, but I was doubly surprised when I later heard your discussion of memory being so closely linked to objects and locations. My experience seems to confirm this, as my recall was so much more powerful than say, having taken notes during a lecture (admittedly not a strong suit for me). I wonder if this effect will still be there over time, and I wonder what memories are locked in my other paintings in peoples homes around the world.

It’s so interesting to think that there may be methods of storing and accessing memory that are so different from the way it’s commonly taught, or may differ dramatically between people. So, attached below is a small image of the painting that somehow contains all of these podcasts, like some sort of Stonehenge. Thanks again for your inspiring work, I look forward to reading your books!”

I replied about my experiment using Bruegel’s painting, Children’s Games. as a memory palace as I have written about in this post. Eric commented in his reply:

“I love the idea of using an existing painting as a tool for encoding memory, and Bruegel is one of my very favorite artists – if nothing else it must be a treat to have an excuse to study his work.

It was a genuinely striking experience for me to hear your interview discussing cultural artifacts as practical memory tools. I have such powerful memory experiences with paintings, both my own, and those that are owned by others or visit in museums, but have never discussed this with anyone, or heard anyone other than Proust talk about paintings, or other artifacts in this way.”

Now to find out what Proust said. Does anyone know?

Adding layers to a memory palace & The Eastern Curlew

I had a lovely time at the Stories of Influence writers’ festival at Lake Tyers in Gippsland, Victoria. With indigenous and non-indigenous participants, the role of story and art in all sorts of cultures dominated the weekend’s activities.

After delivering a worksop and talk on memory methods, I was part of a panel about writing. One of the highlights of the festival was meeting Harry Saddler, sitting next to me on the panel.

Harry is the author of the fascinating book, The Eastern Curlew. This book and meeting Harry gave me a terrific opportunity to add another layer to my bird field guide, which I have encoded to a lukasa.

The same approach works for layering any new knowledge. You need the memory structure (memory palace, songline, memory board …) in place first. I have described the lukasa before. It is a memory board adapted from those used by the African Luba people. It functions just like a miniature memory palace.

I use this lukasa as a field guide to the birds of Victoria which I use all the time when out birding. I don’t need it with me – it is all in memory. I first encoded all the bird families and species. Now I am adding all sorts of information about each species. Layer upon layer.

The Eastern Curlew is in the Sandpiper family, Scolopacidae. My story for the 25 species is about a band playing at a beach party. The Sand Pipers. I remember the family name by imaging that you have to pass under a pole (the old limbo dance) to get in. The tell you to sco-low-[to]-pass.

The family is associated with the red bead on the bottom, to the right hand end of the lukasa. The Eastern Curlew is the 9th species – all the curlews are curly haired attendees at the party.

I then add details about the Eastern Curlew to the character in the story. The fantasy and the real facts just make it memorable. My brain never confuses the two. It does play with the images, though!

See that Eastern Curlew feather that Harry is holding? He showed me the wear on the edges. That feather flew with the curlew for over 10,000 km. They are the most extraordinary migrators – from here in southern Australia to Russia and suchlike. Incredible.

The migration behaviour has just fleshed out my Eastern Curlew character at the beach party. He now flies in from a great distance to get to the party – as do many of the other species. I am slowly adding details of the migrations to the family members – those who stay here to breed (some wild things go on at this beach party) and those who travel great distances to do the same thing.

The more that you play with the knowledge in your memory palaces, the more beautiful, imaginative, fun and informative they become.

Spanish “Stonehenge”

There are so many sites nicknamed with the tag “Stonehenge” that I have not had time to explore them all. When the “Spanish Stonehenge” hit the news in recent weeks, I was pointed to the reports by many readers of The Memory Code. They could all see so many of the signs that this site was used as a memory palace, a restricted knowledge site.

Many pointed me to the article linked to the image above, 5,000-Year-Old Temple Emerges from Underwater in Spain by Ashley Cowie in Ancient Origins.

People see the same properties as Stonehenge in monuments well separated in space and time because there is one single common factor and that is the way the human brain memorizes information.

The Spanish Stonehenge is more likely a dolmen than an open circle – that is a covered, restricted space. I explain in The Memory Code why restricted spaces are essential for elders to retain accurate information over long time spans. That is why all non-literate cultures have them. Labelling a site as a “temple” leads to assumptions that the space had a single religious purpose, and often that its primary purpose was for burial. Indigenous cultures do not separate the spiritual from the mundane. It is Eurocentric thinking which limits interpreting the purpose of monuments to religious and the ubiquitous ‘ritual’ purposes.

Cultures without writing are dependent on memory to store all their knowledge. Without exception, every indigenous culture I studied right around the world used a similar range of memory techniques. These have evolved everywhere because they match the way the human brain stores information, as described in Memory Craft. We are all working with the same brain structure.

Memory palaces are the most effective mnemonic technology known and used in some form by non-literate cultures across the world. In a memory palace, information is associated with each location in sequence. The engravings within the dolmen, on each of the megaliths, would create a perfect memory palace.

Dolmens are assumed to be burial places. Although burial may be one purpose, all non-literate cultures use restricted performance spaces for initiated elders to ensure knowledge is preserved accurately, especially pan-generational knowledge of survival strategies in time of severe resource stress. The few remains, if any, found in most dolmens, would indicate a location for an elite, such as the knowledge elders. Knowledge and power correlated in oral cultures.

Restricting the songs and stories which encode information avoids corruption of data caused by the so-called Chinese whispers effect. A combination of public and restricted performance spaces is implied here by the open and restricted spaces. This combination is found in oral cultures around the world.

Placement of ceremonial structures near rivers is also a constant all over the world. Large gatherings need water and food, trade routes, while rivers are critical landscape features. Vivid stories, as represented in mythology, are a fundamental method for making abstract and mundane information memorable. Without a continuous culture linked to the monument, there is no justification for interpreting the engraving as a serpent, as a protector.

The idea that such monuments are “thought to have been temples of sun worship” because of astronomical alignments is also demeaning to indigenous cultures. The term ‘worship’ implies that non-literate cultures live in a fog of superstition. They simply would not have survived if that was the case. All the cultures I researched, and talked with, were hugely pragmatic and used the movement of the sun to create a calendar to ensure optimum use of resources and maintain their ceremonial cycle. That is not to deny a spiritual aspect, but to deny an exclusively sacred purpose. Ceremonies are an imperative to ensure practical and cultural information is performed regularly so that it is retained and conveyed.

The idea reported that the elongated wavy engraving on the megalith at the entrance corresponds to the passage of the Tagus River is a very exciting development. A map of the river is exactly what would be expected. We have ample evidence from Australia, where we have a continuous oral culture dating back about 60 000 years, that art was often used as a memory aid to maps. The same can be found in cultures from Africa, the Americas and the Pacific.

One of those who wrote to me was Alyssa McMurtry, who also wrote Drought Has Revealed Spain’s Long-Submerged ‘Stonehenge’: Up close with the 7,000-year-old Dolmen of Guadalperal for Atlas Obscura.

Alyssa interviewed Angel Castano, the local historian. She told me:

From what he had previously learned about the menhir at the entrance, there was a snake carved into it that was assumed to be a serpent guarding treasures. Since that was a dominant theory, that’s what he was telling the media when the dolmen first emerged from the water. But after seeing the actual stone and consulting with the original drawings made by German archeologists who discovered it in the 20s, he figured he’d have to close an eye, spin around and use a whole lot of imagination to see a snake in the carving. However, in looking at what was supposed to be the snake, his intuition told him that it may be the Tajo River. He rushed to find an old map of the area before the river had been flooded, and just last night he realized that the squiggly line, once considered a snake, corresponds virtually “100%” with the course of the river. Below is an image he sent me using an old map and the original archeologists drawing of the menhir! I told him your theory and he liked it a lot. Although still unproven, I think his idea of it being a map, not an unjustified protector as you say, goes to show that when approaching indigenous artifacts from the lense of “how was this actually practical, how did it help them survive?” you can come up with a lot more compelling (and interesting) answers than assuming it’s all kooky religious nonsense!

Love it, Alyssa!

Memory Craft – now in audio

I am delighted that the audiobook of Memory Craft is now published. It is available from Booktopia and Amazon.com.au (Australia) and Amazon.com for overseas, plus many other locations. The PDF for the images can be downloaded here.

Memory Craft audiobook

The audio book had the usual lovely boost on publication. Thank you so much to those who pre-ordered and gave it the lovely #1 Best Seller (in a category) icon! It would be lovely if it stayed there! (Image links to Amazon.com.au:

The book was read by actress Louise Siversen who also recorded The Memory Code. Many people thought it was me reading, she sounds similar. The difference is that she sounds professional! I went to the Wavesound studios to meet Louise and discuss pronunciation details. She is an absolute delight and I am very proud that she agreed to do Memory Craft.

The photo is of Louise and me in the studio.

Memory Craft – I have the advance copy!

I am so excited that the advance copy of Memory Craft has arrived. Details of the contents can be found here!

Only a few weeks now until the June 3 publication by Allen & Unwin.

The launch will be help at Castlemaine Library at 5:30 pm on June 13. To be launched by Dr Duane Hamacher, with talk on memory methods. Booking will be available through their website very soon. If you are coming to the launch and want to join us for dinner afterwards, please contact me through the contact form and I’ll let you know what’s happening.

Memory Craft is available for pre-order through Book Depository (world wide) and Booktopia (Australia only) among others.