1. In this process, what is first done with a sentence? 2. After a sentence is thus taken to pieces, what is then done with it? 3. How do we proceed after finding the lowest terms? 4. Do we revive any part of the original sentence each time we make an addition? 5. How much of it? 6. Is the intellect kept occupied in this way? 7. Does this not make a deep and lasting first impression? 8. Every time this is used what should be the result? 9. Should the natural Memory be strengthened in both stages? 10. Does this process admit of more than one application in the case of a long sentence?
The practice of the above method is so attractive to a beginner when it is applied to single sentences, that he is apt to work at it too long at a time. Let him not at the outset analyse and reconstruct more than from 3 to 4 sentences at one sitting or lesson, but let him do what he attempts in the most thorough manner, and after a time he will not find it necessary to apply this method in future memorisations.
1. A bachelor is a wild goose that tame geese envy.
2. Law is a trap baited with promise of benefit or revenge.
3. Conversation is the idle man's business and the business man's recreation.
4. Attention is adjusting the observer to the object in order to seize it in its unity and diversity.
5. Assimilative Memory is the Habit of so receiving and absorbing impressions and ideas that they or their representatives shall be ready for revival or recall whenever wanted.
INTERROGATIVE ANALYSIS USED FOR SHORT SENTENCES.
Interrogative Analysis or intellectual Inquisition is another and most effective mode of inciting the intellect to pass from a passive into an active =assimilating= condition when trying to learn by heart as well as to help create the habit of the intellect staying with the senses. The process consists of two parts: (1) _To not only ask a question on every important word in the sentence to be memorised_, but, (2) _to repeat the entire sentence in reply to each question, while specially emphasising_ that word of the sentence which constitutes the _answer_ to the question. Take the passage from Byron:--
"Man! Thou pendulum 'twixt a smile and tear."
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."