Part 13

1. Who is a pendulum 'twixt a smile and tear? "Man! thou pendulum 'twixt a smile and tear." 2. What function does man perform 'twixt a smile and tear? "Man! thou pendulum 'twixt a smile and tear." 3. 'Twixt a tear and what else is man said to be a pendulum? "Man! thou pendulum 'twixt a smile and tear." 4. 'Twixt a smile and what else is man said to be a pendulum? "Man! thou pendulum 'twixt a smile and tear." 5. By what word is the relation between "pendulum" and "a smile and tear" described? "Man! thou pendulum 'twixt a smile and tear." 6. Is the pendulum which man is said to be 'twixt a smile and tear addressed in the first, second, or third person? "Man! thou pendulum 'twixt a smile and tear."

The pupils will see that the above method is fundamentally unlike the ordinary question and answer method. In the latter procedure, a question is asked and the answer is given by "yes" or "no," or by the use of one or more words of the sentence. To illustrate: What is "man" called in this passage? Ans. A pendulum. What swings betwixt a smile and tear? Ans. A pendulum, &c., &c.

1. Define Interrogative Analysis. 2. What does it incite the intellect to do? 3. What does the process consist of? What are they?

But in my Method the aim is to repeat as much of the sentence as is possible informing the question and the whole of it in each reply; and in question and reply the word that constitutes the point of both is to be especially emphasized, and in this way the mind is exercised on each word of the sentence twice (once in question and once in answer), and each word of the sentence is emphasized in reference to the whole of the sentence. And in all these separate steps it is impossible for the mind to remain in a passive state, but must be active and absorbing throughout, and thereby a most vivid =first impression= is secured, and the remembrance of it assured.

Besides the habit of exhaustively considering and weighing a sentence which is created by this method, it not only secures the faithful recollection of the passages to which it is applied, but it gives another great advantage. What usually makes a person dull in conversation? Setting aside timidity, we find that well-informed persons are sometimes good listeners, but no talkers. Why is this? In conversation their minds are apt to remain in a recipient passive state. Hence no trains of thought arise in their own minds. And having nothing in their minds which seeks utterance, they remain quiet. Now the practice of Interrogative Analysis compels such persons to interrogate--to propose questions--to think. And when such mental activity becomes strong, it will break out in conversations by interrogatories and critical and often original interesting remarks.

1. Is this method like the ordinary question and answer method? 2. How are answers given in the latter procedure? 3. What is the aim in my method? 4. How much of the sentence is repeated in each reply given to the question? 5. What word is to be especially emphasised? 6. How often is the mind exercised on each word of the sentence? 7. In all of these separate steps, is it possible for the mind to remain in a passive state? Must it not be active and absorbing throughout?

Teachers often complain that they can never induce some of their pupils to ask questions on their tasks. The reason is that their pupils remain in a passive state of mind. Had they been thoroughly drilled in Interrogative Analysis as I teach it, they would quickly have questions to ask on all subjects.

I show them how to interrogate. They cannot help practising this method. They commence with the first word of a sentence and go on to the last. And from the numerous examples I give, they see exactly how this is to be done in all other cases. But if I had merely told them to ask questions on the sentence to be learned, they would have had no guide or rule of procedure to follow. As I fully illustrate my Method the pupil at once knows how to proceed, and he gains confidence in his ability to use the method every time he tries it, and at length the Habit of active thinking has been formed, and he is almost sure to be an interrogator and thinker on all subjects.

1. What is thereby secured? 2. Is the remembrance of the first impression assured? 3. What other great advantage does the method of Interrogative Analysis give? 4. Are all well-informed persons good talkers? 5. If not, why? 6. In conversation, in what state are their minds apt to remain? 7. Do any trains of thought arise in their own minds? 8. What does the practice of Interrogative Analysis compel such persons to do? 9. What do teachers often complain of? 10. What is the cause? 11. What does my method show them? 12. Can they help practising it? 13. Do I not fully illustrate my method? 14. Does not the pupil gain confidence by practising this method? 15. Does not the habit of active thinking thereby grow upon him?

The following sentence will be made use of as an example for practice. I deal with it by the Analytic-Synthetic, and also by the Interrogative Analysis methods.

"The Devil hath not, in all his quiver's choice, An arrow for the heart like a sweet voice!"

1. The Devil hath an arrow. 2. The Devil hath not an arrow. 3. The Devil hath not an arrow for the heart. 4. The Devil hath not an arrow for the heart like a voice. 5. The Devil hath not an arrow for the heart like a sweet voice. 6. The Devil hath not, in his choice, an arrow for the heart like a sweet voice. 7. The Devil hath not, in his quiver's choice, an arrow for the heart like a sweet voice. 8. The Devil hath not, in all his quiver's choice, an arrow for the heart like a sweet voice.

THE SAME BY INTERROGATIVE ANALYSIS.

1. Who hath not in all his quiver's choice an arrow for the heart like a sweet voice? The Devil hath not, in all his quiver's choice, an arrow for the heart like a sweet voice. 2. Hath the Devil in all his quiver's choice an arrow for the heart like a sweet voice? The Devil hath not, in all his quiver's choice, an arrow for the heart like a sweet voice. 3. What hath not the Devil in all his quiver's choice for the heart? The Devil hath not, in all his quiver's choice, an arrow for the heart like a sweet voice. 4. For what hath not the Devil in all his quiver's choice an arrow like a sweet voice? The Devil hath not, in all his quiver's choice, an arrow for the heart like a sweet voice. 5. Like what sweet thing hath not the Devil in all his quiver's choice an arrow for the heart? The Devil hath not, in all his quiver's choice, an arrow for the heart like a sweet voice. 6. Like what kind of a voice hath not the Devil in all his quiver's choice an arrow for the heart? The Devil hath not, in all his quiver's choice, an arrow for the heart like a sweet voice.

"A bad workman blames his tools."

Who blames his tools? A bad workman blames his tools. What kind of a workman blames his tools? A bad workman blames his tools. What bad man blames his tools? A bad workman blames his tools. How does a bad workman treat his tools? A bad workman blames his tools. Whose tools does a bad workman blame? A bad workman blames his tools. What things belonging to a bad workman does he blame? A bad workman blames his tools.

"Judgments draw interest at six per cent."

What draw interest? Judgments draw interest at six per cent. How do judgments operate on interest? Judgments draw interest at six per cent. What do judgments draw? Judgments draw interest at six per cent. At what rate do judgments draw interest? Judgments draw interest at six per cent. A part of what sum is the interest of six dollars which judgments draw? Judgments draw interest at six per cent.

"Effort is the price of success."

What is the price of success? Effort is the price of success. Was effort the price of success? Effort is the price of success. What bearing has effort on success? Effort is the price of success. Effort is the price of what? Effort is the price of success.

"Truth seldom goes without a scratched face."

What seldom goes without a scratched face? Truth seldom goes without a scratched face. Does truth ever go without a scratched face? Truth seldom goes without a scratched face. What does truth seldom do without a scratched face? Truth seldom goes without a scratched face. Does truth seldom go with a scratched face? Truth seldom goes without a scratched face. Truth seldom goes without what? Truth seldom goes without a scratched face. What kind of a face is spoken of? Truth seldom goes without a scratched face. Without what scratched thing does truth seldom go? Truth seldom goes without a scratched face.

EXAMPLES FOR PRACTICE.

1. Instinct is inherited memory. 2. Books are embalmed minds. 3. Words are the fortresses of thought. 4. A name denotes objects and connotes attributes. 5. Force is depersonalised will. 6. A somnambule only acts his dream. 7. Attention is fixation of consciousness. 8. Science is organised common sense.

The student of Interrogative Analysis can apply this method to the examples given under the Analytic-Synthetic Method. This will give the needful additional practice. But let him not attempt too much at any one time. Three to four examples thoroughly studied are quite sufficient for one session or sitting.

POEMS LONG OR SHORT EASILY LEARNED BY HEART.

POE'S "BELLS."

1. Before attempting to memorize any selections of Prose or Poetry, never fail first to read it carefully to ascertain what it is all about, to learn its aim and mode of development and its peculiarities, and not least of all, to look up and note down in writing the meaning of unfamiliar words.