he
natural memory?
3. Can you give any instances in your own experience where Analysis
has helped you to cement Extremes together?
4. Can such a method act as a means for aiding the memory?
5. How would I manage the case spoken of?

HOW TO MEMORISE A CORRELATION.

To memorise a Correlation you must _at first_, if your _Natural Memory
be weak_, repeat from _memory_ the intermediates forwards and backwards,
as:--ANCHOR ... _sheet-anchor_ ... _sheet_ ... _bed_ ...
BOLSTER--BOLSTER ... _bed_ ... _sheet_ ... _sheet-anchor_ ... ANCHOR, at
least three times each way. These six repetitions from memory, three
forward and three back, are only required _at first_. In a short time
you will infallibly remember every Correlation _you make_; at last, the
memory will become so strong, that you will no longer have to make
Correlations at all. After you have repeated the Correlation, then
repeat the two extremes, thus--"Anchor" ... "Bolster." "Bolster" ...
"Anchor." "Bolster" ... "Anchor." "Anchor" ... "Bolster."

Nothing else is so easy to memorise as a Correlation, for a Correlation
is not a "mental picture" or "story"--it is neither a proposition,
sentence or phrase. It has no rhetorical, grammatical, argumentative or
_imaginative_ character. It is simply an elemental primordial
Psychological Sequence of Ideas in which one includes another, excludes
another, or in which one idea has been so often or so vividly united
with another in past experience that the two are inseparably connected
in memory--and a little practice in making and _memorising_ these
Correlations soon makes it _impossible_ to forget them.

1. What is the result of uniting two unconnected "Extremes" by
means of a developed Analysis?
2. What are the first steps in memorising a correlation?
3. How long are these repetitions required?
4. What will be the result in a short time?
5. What will be the final result?
6. Are correlations easy to remember?
7. What is the result of making and memorising them?
8. When does the most vivid concurrence take place?

ASSIMILATIVE ASSOCIATION AND MEMORY.

Probably no psychological mistake was ever fraught with greater injury
to the cause of public or self-education than the too prevalent opinion
amongst teachers generally that "physiological retentiveness" is the
memory's sole reliance _in all stages of life_. It is nearly the sole
reliance in infancy, and a partial relian