At the outset, we may define Memory as the return to consciousness of some experience, accompanied by the awareness that it has been present earlier at a definite time and place.[Footnote: The above is to be taken as a definition of the normal memory. In a subtle psychological analysis in the paper entitled Le Souvenir du present et la fausse reconnaissance in L'Energie spirituelle, pp. 117-161 (Mind-Energy), Bergson considers cases of an abnormal or fictitious memory, coinciding with perception in rather a strange manner. This does not, however, affect the validity of the above definition.] Bergson first of all draws attention to a distinction between two different forms of Memory, the nature of which will be best brought out by considering two examples. We are fond of giving to children or young persons at school selections from the plays of Shakespeare, "to be learned by heart," as we say. We praise the boy or girl who can repeat a long passage perfectly, and we regard that scholar as gifted with a good memory. To illustrate the second type of case, suppose a question to be put to that boy asking him what he saw on the last half-holiday when he took a ramble in the country. He may, or may not, be able to tell us much of his adventures on that occasion, for whatever he can recall is due to a mental operation of a different character from that which enabled him to learn his lesson. There is here no question of learning by rote, of memorizing, but of capacity to recall to mind a past experience. The boy who is clever at memorizing a passage from Shakespeare may not have a good memory at all for recalling past events. To understand why this is so we must examine these two forms of Memory more closely and refer to Bergson's own words: "I study a lesson, and in order to learn it by heart I read it a first time, accentuating every line; I then repeat it a certain number of times. At each repetition there is progress; the words are more and more linked together, and at last make a continuous whole. When that moment comes, it is said that I know my lesson by heart, that it is imprinted on my memory. I consider now how the lesson has been learnt and picture to myself the successive phases of the process. Each several reading then recurs to me with its own individuality. It is distinguished from those which preceded or followed it, by the place which it occupied in time; in short, each reading stands out before my mind as a definite event in my history. Again it will be said that these images are recollections, that they are imprinted on my Memory. The same words then are used in both cases. Do they mean the same thing? The memory of the lesson which is remembered, in the sense of learned by heart, has ALL the marks of a habit. Like a habit, it is acquired by the repetition of the same effort. Like every habitual bodily exercise, it is stored up in a mechanism which is set in motion as a whole by an initial impulse, in