s, 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?

MODERATION ADVISED.

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.

EXAMPLES FOR PRACTICE.

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