1. When is Rec. Analysis used?
  2. Rec. Synthesis?
  3. How is a revivable connection established?
  4. Have you carefully read every question at the bottom of the previous page, and thought out or written out answers to them?
  5. Since questions are valuable helps to the learner, will you faithfully read all the questions hereafter in this lesson, and write out or think out the answers thereto?
  6. What have the laws of In., Ex., or Con. enabled us to do?
  7. Could all people have learned them by rote?
  8. What affords the highest possible aid to the natural memory?
  9. How are the deepest and most abiding impressions made on the Natural Memory?
  10. What are the Memory-Senses?

EXAMPLES OF CORRELATIONS.

Make your own Correlation (different from mine, given below) between each of the following seven pairs of Extremes:

1. ANCHOR(1) Sheet Anchor (1) Sheet (1) Bed (1)BOLSTER
——(3) Capstan (1) Night-cap (3) Pillow (3)——
——(3) Roadstead (1) Bedstead——
——(3) Sea Bed (1)——
2. PEN(3) Ink (1) Ink-bottle (1) Smelling-bottle (3)NOSE
——(1) Pensive (2) Gay (1) Nosegay——
——(3) Wiper (3)——
3. SLAIN(3) Battle (3) Joshua (3)MOON
——(1) Struck-down (1) Moon-struck (1)——
——(3) Fallen (2) Risen (3)——
4. TEA(1) Teaspoon (1) Spooney (1)LOVER
——(3) Sugar (1) Sweet (1) Sweetheart (1)——
5. ARROW(3) Tell (3) Apple (3) Cider Mill (1)TREADMILL
——(3) Flight (3) Arrest (3) Convict (3)——
6. BEE(1) Beeswax (1) Sealing-wax (3) Title deeds (3)ATTORNEY
——(1) Queen Bee (1) Queen’s Counsel (3)——
7. LASH(1) Eye-lash (1) Glass Eye (1) Substitute (1)VICARIOUS

‌Children and Adults, who have thoroughly learned Recollective Analysis and practised its exercises, find no difficulty in making Correlations, unless they are so afflicted with Mind-Wandering that they have never digested the impressions they have received, or unless their intellectual operations have been twisted out of the natural order by perversities of early education; but even in these cases the diligent student will be able—usually before these pages are finished—at once to correlate any word whatever to any or all the words in any dictionary. A learned Professor declared that no person unacquainted with astronomy could correlate “Moon” to “Omnibus.” He did it thus: Moon—(3) Gibbous [one of the phases of the Moon]—(1) “Bus”—(1) Omnibus. I asked a pupil then present—a girl nine years old—to connect them. She promptly replied, “Moon—(1) Honey-moon—(3) Kissing—(1) Buss—(1) Omnibus.” A moment after, she gave another: “Moon—(1) Full Moon—(1) ‘Full inside’—(3) Omnibus.” Once more: “Moon—(1) Moonlight—(1) Lightning—(3) ‘Conductor’—(3) Omnibus.” Another pupil imagined it would be impossible to correlate the following letters of the alphabet to words beginning with the same letters, as “A” to “Anchor,” “B” to “Bull,” “C” to “Cab,” “D” to “Doge,”—as well as “Cooley” to “The.” There are, however, no words which my Pupils cannot soon learn to correlate together with the greatest readiness, as:

“A”(1) First Letter (1) First Mate (3) Ship (3)“ANCHOR”
"(1) Aviary (3) Bird (3) Flew (1) Fluke (1)——
“B”(1) Bee (3) Sting (1) Sharp Pain (1) Sharp Horns (1)“BULL”
"(1) Below (1) Bellow (3)——
“C”(1) Sea (3) Ocean Steamer (1) Cabin (1)“CAB”
“D”(1) “D.D.” (1) Clerical Title (1) Venetian Title (1)“DOGE”
“COOLEY”(1) Coolly Articulated (1) Definite Article (1)“THE”
  1. What must we do in order to make the memory retain the impression?
  2. Does my Art do this?
  3. Into what do I translate every case of Synthesis?
  4. What does it then become?
  5. What is a correlation?
  6. Are correlations difficult to make?

All possible cases to be memorised can be reduced to (1) Isolated Facts, where each fact is correlated to some‌ fact in its surroundings through which you must think as the Best Known, in order to recall it—many instances will be given in this lesson:—or, (2) Serial Facts, which must be remembered in the exact order in which they were presented to the mind—illustrated by many examples in this Lesson.

Never Forget that this System serves two distinct purposes: (1) That it is a Device for memorising any Isolated Fact or Serial Facts by means of mere Analysis, otherwise called Instantaneous Assimilation or memorised Correlations, as well as by other means. (2) And that by memorising and repeating for a considerable period Analytic Series, and especially by making and memorising one’s own Correlations, it is an unequalled system of Memory-TRAINING. Let the ambitious Pupil learn as many examples as I give in the lessons in order to so strengthen his natural memory that he will no longer have to use the device for memorising, his natural memory permanently retaining all he desires to remember. This result comes only to those who carry out all the directions with genuine alacrity—not shirking one of them.

  1. Do all persons find them easy?
  2. What persons do not?
  3. Can such persons become expert in making them?
  4. How?
  5. Make an original correlation of your own between these extremes.
  6. To what may all possible cases to be remembered be reduced?
  7. What are Isolated facts?
  8. What two distinct purposes does my system serve?