is process, the sentence is first taken to pieces, and then
reconstructed. Finding the lowest terms, "Education is cultivation," we
proceed step by step to add modifiers until the original sentence is
fully restored.

Each time we make an addition, we recite _so much_ of the original
sentence as has hitherto been used, in connection with the _new
modifiers_ laying _special emphasis_ on the new matter as represented by
the italic words. The intellect is thus kept compulsorily and
delightfully occupied from the start to the finish. It seeks the
shortest phrase or sentence and adds successively all the modifiers,
making no omissions. This analyzing and synthesizing process--_this
taking to pieces and then gradually building up_ the original sentence,
makes a deep and lasting First Impression.

Every time this method is used the Attention ought to be strengthened
and mind-wandering diminished and the natural Memory strengthened in
both its Stages.

This process admits usually of several applications in the case of a
long sentence. In the foregoing example, it might have proceeded thus:
1. Education is a familiarity. 2. Education is the familiarity _betwixt
the mind and things_. 3. Education is the _cultivation_ of a familiarity
betwixt the mind and things. 4. Education is the cultivation of _just_
familiarity betwixt the mind and things. 5. Education is the cultivation
of a just _and legitimate_ familiarity betwixt the mind and things. Or
we might have taken this course: 1. Education is a familiarity. 2.
Education is a familiarity _betwixt the mind and things_. 3. Education
is a _just_ familiarity betwixt the mind and things. 4. Education is a
just _and legitimate_ familiarity betwixt the mind and things. 5.
Education is _the cultivation_ of a just and legitimate familiarity
betwixt the mind and things.

1. To keep the mind in an assimilating condition, what method is
furnished?
2. What is the usual process of memorising prose and poetry?
3. After one perusal in such a process what takes place?
4. Does learning by rote promote mind-wandering?
5. Does not the attention always wander unless wooed to its work by
great interest in the subject dealt with, or by the method of
learning which is given?
6. How is the intellect occupied by using my method?
7. Is the habit of Attention also promoted?
8. Where is the justification of this method found?
9. Can the intellect assimilate