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."
The pupils will see that the above method is fundamentally unlike the
ordinary question and answer method. In the latter procedure, a question
is asked and the answer is given by "yes" or "no," or by the use of one
or more words of the sentence. To illustrate: What is "man" called in
this passage? Ans. A pendulum. What swings betwixt a smile and tear?
Ans. A pendulum, &c., &c.
1. Define Interrogative Analysis.
2. What does it incite the intellect to do?
3. What does the process consist of? What are they?
But in my Method the aim is _to repeat as much of the sentence as is
possible informing the question and the whole of it in each reply_; and
in _question and reply_ the _word_ that _constitutes the point of both_
is to be especially _emphasized_, and in this way _the mind is exercised
on each word of the sentence twice_ (once in question and once in
answer), and _each word of the sentence is emphasized in reference to
the whole of the sentence_. And in all these separate steps it is
impossible for the mind to remain in a passive state, but must be
_active_ and _absorbing_ throughout, and thereby a most vivid =first
impression= is secured, and the remembrance of it assured.
Besides the habit of exhaustively considering and weighing a sentence
which is created by this method, it not only secures the faithful
recollection of the passages to which it is applied, but it gives
another great advantage. What usually makes a person dull in
conversation? Setting aside timidity, we find that well-informed persons
are sometimes good listeners, but no talkers. Why is this? In
conversation their minds are apt to remain in a _recipient passive_
state. Hence no trains of thought arise in their own minds. And having
nothing in their minds which seeks utterance, they remain quiet. Now the
practice of Interrogative Analysis compels such persons to
interrogate--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 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.