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?
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: