Inasmuch as an attempt to define always limits, it is a question how far it will be profitable to formulate definite statements of the whole, parts, etc. Written expression, as well as oral, is individual. Each pupil may have a different formulation. Inasmuch, however, as every author is possessed by a definite purpose, we may suggest, for the guidance of the student, a tentative analysis of a selection which may aid him in reflecting its truth to an audience. It is hoped that this brief study of one selection from each chapter may be acceptable as a working basis, a hint of the logical method of procedure rather than an arbitrary model. The elaboration of these principles is without limit and must be left to the teacher. It is the purpose here to give only simple statements intended to be suggestive rather than final. Example: "The Cheerful Locksmith." (Page 46.) The Unit, or Whole for working basis: The character of the Cheerful Locksmith. The Parts: (a) The sound he makes. Paragraphs 1, 2, 3, 7. (6) His personal appearance. Paragraph 4. (c) The appearance of objects around him. Paragraphs 5, 6. The Service of the Parts: (a) Serves the Whole by engaging the interest at once in the Cheerful Locksmith, whom it introduces, and whose nature it reflects. (b) Serves by presenting a definite picture of him, radiating cheer. (c) Serves by revealing further his cheerful personality through its effect upon surrounding objects. The Relationship of the Parts: (a) Foreshadows (b) and (c). (b) Fulfils the expectation awakened in (a) and helps to prepare the mind for (c). (c) Is a natural outgrowth from (a) and (b). Synthesis: The revelation of truth through these relationships gives us a "New Whole" which maybe stated thus: The spirit of cheerfulness, radiating from the Locksmith's personality and expressed through his work, is reflected by all around him. The above analysis is suggested as a guide for study. A tentative analysis of each selection might be offered here; but it is better that the student develop his own powers of discrimination by doing this preliminary work himself, directed, as far as necessary, by the teacher. However, it is not essential that a formal analysis of every selection be made; indeed, as has been already implied, minute analysis may even defeat the end of these opening chapters. The question of formal analysis may be left to the discretion of the teacher, who must determine how far it serves his purpose in each individual instance.