50
ke an addition, we recite so much of the original sentence as has hitherto been used, in connection with the new modifiers laying special emphasis on the new matter as represented by the italic words. The intellect is thus kept compulsorily and delightfully occupied from the start to the finish. It seeks the shortest phrase or sentence and adds successively all the modifiers, making no omissions. This analyzing and synthesizing process--this taking to pieces and then gradually building up the original sentence, makes a deep and lasting First Impression.
Every time this method is used the Attention ought to be strengthened and mind-wandering diminished and the natural Memory strengthened in both its Stages.
This process admits usually of several applications in the case of a long sentence. In the foregoing example, it might have proceeded thus: 1. Education is a familiarity. 2. Education is the familiarity betwixt the mind and things. 3. Education is the cultivation of a familiarity betwixt the mind and things. 4. Education is the cultivation of just familiarity betwixt the mind and things. 5. Education is the cultivation of a just and legitimate familiarity betwixt the mind and things. Or we might have taken this course: 1. Education is a familiarity. 2. Education is a familiarity betwixt the mind and things. 3. Education is a just familiarity betwixt the mind and things. 4. Education is a just and legitimate familiarity betwixt the mind and things. 5. Education is the cultivation of a just and legitimate familiarity betwixt the mind and things.
1. To keep the mind in an assimilating condition, what method is furnished? 2. What is the usual process of memorising prose and poetry? 3. After one perusal in such a process what takes place? 4. Does learning by rote promote mind-wandering? 5. Does not the attention always wander unless wooed to its work by great interest in the subject dea