TO THE TEACHER.--Write these letters on the board, as above, and drill the pupils on the sounds till they can see and make these distinctions. Drill them on the vowels also.

In closing this talk with you, we wish to emphasize one point brought before you. Here is a pencil, a real thing; we carry in memory a picture of the pencil, which we call an idea; and there are the two words naming this idea, the spoken and the written. Learn to distinguish clearly these four things.

TO THE TEACHER.--In reviewing these three Lessons, put particular emphasis on Lesson 2.

* * * * *

LESSON 4.

ANALYSIS AND THE DIAGRAM.

TO THE TEACHER.--If the pupils have been through "Graded Lessons" or its equivalent, some of the following Lessons may be passed over rapidly.

+DEFINITION.--A _Sentence_ is the expression of a thought in words+.

+Direction+.--_Analyze the following sentences_:--

+Model+.--_Spiders spin_. Why is this a sentence? Ans.--Because it expresses a thought. Of what is something thought? Ans.--Spiders. Which word tells what is thought? Ans.--_Spin_. [Footnote: The word _spiders_, standing in Roman, names our idea of the real thing; _spin_, used merely as a word, is in Italics. This use of Italics the teacher and the pupil will please note here and elsewhere.]

1. Tides ebb. 2. Liquids flow. 3. Steam expands. 4. Carbon burns. 5. Iron melts. 6. Powder explodes. 7. Leaves tremble. 8. Worms crawl. 9. Hares leap.

In each of these sentences there are, as you have learned, two parts--the +Subject+ and the +Predicate+.

+DEFINITION.--The _Subject of a sentence_ names that of which something is thought.+

+DEFINITION.--The _Predicate of a sentence_ tells what is thought.+

+DEFINITION.--The _Analysis of a sentence_ is the separation of it into its parts.+

+Direction+.--_Analyze these sentences_:--

+Model+.--_Beavers build_. This is a sentence because it expresses a thought. _Beavers_ is the subject because it names that of which something is thought; _build_ is the predicate because it tells what is thought. [Footnote: When pupils are familiar with the definitions, let the form of analysis be varied. The reasons may be made more specific. Here and elsewhere avoid mechanical repetition.]

1. Squirrels climb. 2. Blood circulates. 3. Muscles tire. 4. Heralds proclaim. 5. Apes chatter. 6. Branches wave. 7. Corn ripens. 8. Birds twitter. 9. Hearts throb.

+Explanation+.--Draw a heavy line and divide it into two parts. Let the first part represent the subject of a sentence; the second, the predicate.

If you write a word over the first part, you will understand that this word is the subject of a sentence. If you write a word over the second part, you will understand that this word is the predicate of a sentence.

Love | conquers ========|============ |

You see, by looking at this figure, that _Love conquers_ is a sentence; that _love_ is the subject, and _conquers_ the predicate.

Such figures, made up of straight lines, we call _Diagrams_.

+DEFINITION.--A _Diagram_ is a picture of the offices and the relations of the different parts of a sentence.+

+Direction+.--_Analyze these sentences_:--

1. Frogs croak. 2. Hens sit. 3. Sheep bleat. 4. Cows low. 5. Flies buzz. 6. Sap ascends. 7. Study pays. 8. Buds swell. 9. Books aid. 10. Noise disturbs. 11. Hope strengthens. 12. Cocks crow.