I occasionally find that a bright, highly-gifted person makes a poor learner of my system, because he acts on hasty inferences of his own instead of attending to my long-tried and never-failing methods. To illustrate: Instead of _analysing the above series in pairs_, and _discovering_ and _noting_ the _relation_ between each pair as I require, _he reads over the entire series_. His previous study of the Memory Laws has, however, so impressed his mind with their influence that he is able to retain this series after only two or three perusals. Or, instead of reading over the entire series, he may even _slowly read the series in pairs, but without analysis, without trying to ascertain and realise the exact relation between the words_. This is the method of Vacuity or Dawdling formerly mentioned. But his study of the three Laws in learning the Building Series has so sharpened and quickened his appreciation of In., Ex., and Con., that he _learned the one hundred words in this wrong_ way _very readily_. _But why should he not follow my directions?_ Why not pursue my plan and thereby acquire the _full power_ of my system instead of the small portion of that power gained by disregarding my direction? On the other hand, pupils of only average natural ability are very apt to follow my directions to the letter and thereby acquire an amount of Memory Improvement which the above gifted, but non-complying pupil, seems unable to understand. If a person is afflicted with a _very_ bad memory in any or all respects, and particularly if this memory weakness is traceable to _mind-wandering_, or if it co-exist with the latter infirmity, such a person may find it best to make a series of from _one hundred to five hundred words_ on the model of the foregoing series, and learn the same and _recite it daily both ways_ for a month or more in addition to the prescribed exercises, and if any trace of mind-wandering remain after that, let him make and memorise another series of the same extent and practise it for the same period. The _worst cases of mind-wandering_ and _of weak memories_ always yield to this training treatment. In like manner, but in much inferior degree, _the recital of what has just been heard_, such as anecdotes, narratives, contents of plays, lectures, &c., not only tends to fix the recited matter in the memory, but also to strengthen the memory generally, _provided the recital takes place_ shortly after the listening, as that is like a continuation of the original experience. TRAINING THE INTELLECT TO STAY WITH THE SENSES.