Let the pupils be required to tell what they learned in the previous lessons.

+Teacher+.—When I pronounce the two words star and bud thus: star bud, how many ideas, or mental pictures, do I call up to you?

+Pupil+.—Two.

+T+.—Do you see any connection between these ideas?

+P+.—No.

+T+.—When I utter the two words bud and swelling, thus: bud swelling, do you see any connection in the ideas they stand for?

+P+.—Yes, I imagine that I see a bud expanding, or growing larger.

+T+.—I will connect two words more closely, so as to express a thought: Buds swell. A thought has been formed in my mind when I say, Buds swell; and these two words, in which something is said of something else, express that thought, and make what we call a sentence. In the former expression, bud swelling it is assumed, or taken for granted, that buds perform the act; in the latter, the swelling is asserted as a fact.

Leaves falling. Do these two words express two ideas merely associated, or do they express a thought?

+P+.—They express ideas merely associated.

+T+.—Leaves fall.

Same question.

+P+.—A thought.

+T+.—Why?

+P+.—Because, in these words, there is something said or asserted of leaves.

+T+.—When I say, Falling leaves rustle, does falling tell what is thought of leaves?

+P+.—No.

+T+.—What does falling do?

+P+.—It tells the kind of leaves you are thinking and speaking of.

+T+.—What word does tell what is thought of leaves?

+P+.—Rustle.

+T+.—You see then that in the thought there are two parts; something of which we think, and that which we think about it.

Let the pupils give other examples.