LESSON 3
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.