To "communicate" is to cause the image which is in the mind of the "speaker" (or 'writer' or "performer") to appear in the mind of the "listener" (or "reader" or "viewer"). This process usually requires participation, and therefore knowledge and skill, by both the "speaker" and the "listener". It is not common to find speech or writing or perfomance so well-constructed that the intended image springs to mind unbidden. Such rare instances are called "works of art".

A "language" is an agreed set of symbols which facilitates the transmission of images from the mind of the "speaker" to the mind of the "listener". Therefore, it is helpful to have skill in one or more languages in order to more efficiently communicate. It is usually more effective for the "speaker" to use agreed symbols to convey the desired image, rather than to, on each occasion when communication is required, attempt to create a unique description of the desired image and hope that the "listener" catches the drift.

To "analyze" is to acquire data and determine the relations among the various data.

This may be done "empirically", by observing the subject, recording the results of various interactions, and drawing a conclusion as to what results will follow from what actions under what conditions.

Alternatively, this may be done "experientially", by observing the subject, comparing the observable data to a model based upon the analyst's prior experience with subjects similarly situated, and adopting a.conclusion previously drawn from earlier observation.

Alternatively, this may be done "scholastically", by observing the subject and comparing the observable data to a model based upon another's recorded analyses of subjects similarly situated and adopting the conclusion drawn by that other.

  If one were going to educate a person, one would at the earliest age teach the person to speak a standard language according to standard rules, and to perform mathematical calculations drawn from experience ("story problems"), so that the young person would become accustomed to communication and analysis. As soon thereafter as fine motor skills caught up with vocalization skills, one would teach the young person to write and read the symbols that were initially vocalized in the learning of the speech and mathematics. Then one should set the kid to reading Thomas Jefferson.