_ be remembered, and that being
in the form of sentences expressing loose relation of mere physical
juxtapositions or the complex relations invented by constructive
imagination or subtle intellect, they are, to most, more difficult to
recollect than the extremes would be without these ponderous aids.
Hence, in their professed attempt to aid the memory, they really impose
a _new_ and _additional burden_ upon it.

1. Are you required to make any original correlations?
2. How many?
3. Between what extremes?
4. Do you find it difficult?
5. Have you any evidence given here that others have experienced
any difficulty in making them?
6. Did they finally succeed?
7. What question is frequently asked by other memory teachers?

On the other hand, I simply ask the memory what it _already knows_ about
the "Extremes." The first intermediate of a correlation is _directly_
connected through In., Ex., or Con., with the first "Extreme," and the
last intermediate with the last "Extreme," and the intervening
intermediate (if there be one) with the other two, and thus, the
_intermediates being already in the memory_, and not the result of
invention or ingenuity, my Method of Correlation is purely and solely a
MEMORY process. In this way, I use the MEMORY TO HELP THE MEMORY, I use
the _reviving_ power of the memory to make a vivid FIRST IMPRESSION
between two hitherto unconnected "Extremes." I add nothing to the
"Extremes," import nothing from abroad in regard to them, invent
nothing. I simply _arouse_, _re-waken_ to consciousness, _what is
already stored away_ in the memory in regard to those "Extremes," and,
by reciting the Correlation a few times forwards and backwards, cement
the "Extremes" themselves so vividly together, that henceforth one
"Extreme" revives the other "Extreme" without the recall of the
intermediates.

And in the chapter on Recollective Analysis, and also in the previous
part of this chapter, I have given the attentive student such a
familiarity with the Memory Laws of In., Ex., and Con., that he can make
Correlations as easily as he breathes.

When learning prose or poetry by means of endless repetitions to
acquire, and endless views to retain, the mind soon wanders, and thus
discontinuity is promoted; but, in reciting a Correlation forwards _and
backwards_ from memory, the mind cannot wander, and thus the continuity
is greatly strengthened. Again, memory is improved by exercise, and