- Is this method like the ordinary question and answer method?
- How are answers given in the latter procedure?
- What is the aim in my method?
- How much of the sentence is repeated in each reply given to the question?
- What word is to be especially emphasised?
- How often is the mind exercised on each word of the sentence?
- 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.
- What is thereby secured?
- Is the remembrance of the first impression assured?
- What other great advantage does the method of Interrogative Analysis give?
- Are all well-informed persons good talkers?
- If not, why?
- In conversation, in what state are their minds apt to remain?
- Do any trains of thought arise in their own minds?
- What does the practice of Interrogative Analysis compel such persons to do?
- What do teachers often complain of?
- What is the cause?
- What does my method show them?
- Can they help practising it?
- Do I not fully illustrate my method?
- Does not the pupil gain confidence by practising this method?
- 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.”