The student's persistent endeavor to impress the successive parts of his theme upon the minds in his presence will eventually lead him to see those parts in picturesque groupings. As he flashes these pictures upon the mental vision of the audience, they become clearer to his own vision. His own power of imagery is in proportion to his ability to impart this power to others. Herein lies one of the most helpful means of cultivating the imagination,—the eye of the intellect,—the basis of all sympathy. Every effort to tell a story clearly so as to impress its details upon the minds of others, every attempt to picture a landscape, a meadow, a river, a sunset vividly to others, quickens and strengthens the pupil's own imaging power. His attempt to make his listeners put themselves in the place of another, see through the eyes and from the point of view of a Wordsworth or Shakespeare, quickens his own imagination, broadens his sympathies, and develops his intellect as nothing else can. "The man of imagination has lived all lives, has enjoyed all heavens, and felt the pang of every hell."

The student must continue to watch for the effect of his words in other minds. He cannot afford to be introspective while speaking, for the mind cannot be in the creative and in the critical state at the same time. The pictures, then, must be formed in the minds of the hearers; they are the only canvas upon which he can hope to paint his picturesque parts. They are the mirror in which the pictures of his thought must be reflected, as the stars are mirrored in the waters of the lake.

Analysis. Example: "The Chambered Nautilus." (Page 111.)

Unit, or Whole: The lesson of the Chambered Nautilus.

Parts:

(a) The Nautilus. Stanzas 1, 2.

(b) Its method of growth. Stanza 3.

(c) Its message to the soul. Stanzas 4, 5.

Lead the pupil to present a clear picture of "the ship of pearl," of its own original environment and course of evolution, and of the beautiful figure which embodies the lesson.