terrogate--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