[Opensmart-devel] he initial consonants of the ph

[Scullin <inc...@ca...>]

Not 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_