Make your own Correlation (different from mine, given below) between
each of the following seven pairs of Extremes:
[_In._ may be represented by 1, _Ex._ by 2, and _Con._ by 3]:
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?