[273.] But this is not all. Language is also to be read and written. Hence, it becomes a standing object for consideration, and, to one whose knowledge of it is deficient, a source of embarrassment. Accordingly, the first thing for the teacher to do is to show analytically, on the basis of what has been read or written, how the meaning would be lost or altered if either single words were interchanged, or the inflectional endings (especially in German) were incorrectly chosen. That the synthesis of sentences should follow next, advancing step by step toward greater complexity, especially by means of various conjunctions, may be assumed to be well understood.
[274.] Now if all experienced equal difficulty in their reading and writing, the language lessons designed as a remedy would commend themselves in all cases, and might fittingly be carried to the same extent everywhere.
But here the widest divergence appears. Accordingly, where many are being taught together, the teacher will seek to connect language work with other subjects. Thus, in the course of the same recitation, analytic instruction may be directed to the language side for some pupils, while for others it may be given a far wider scope. Moreover, the accompanying written exercises may have a corresponding diversity.
[275.] The work of a recitation period will be further diversified by the introduction of exercises in reading aloud, and in oral reproduction. But never will it be possible to raise all pupils to the same plane of proficiency. Here, above all, the determining power of individuality must be acknowledged.
[276.] For older boys and young men, the work in the mother-tongue will consist partly in the study of excellent examples of the various kinds of poetry and oratory, partly in the writing of essays. Such study will prove the more profitable, the more perfect the models, the more suitably they are adapted to the stage of culture already attained by the student, and the more scrupulously the teacher refrains from forcing upon him a literary taste not congenial to his nature. The least promising of all written exercises are those in letter-writing. Confidential letters every one can write, each in his own way. Best of all are written exercises with a definite and rich store of thought to draw from and admitting of various forms of treatment. Several may then emulate each other in handling the same theme, and the process of correcting will awaken greater interest in consequence.
[ CHAPTER VI
Greek and Latin]
[277.] As is well known, the exposition of grammatical distinctions and of the many turns of expression whereby language may become an adequate symbolization of thought, gains very materially in clearness by a comparison of the mother-tongue with Latin and Greek. Even with boys not more than eight years old the attempt may be made to utilize this advantage in the teaching of English, whether it has been finally decided, or not, that they are to take the regular classical course. Some boys learn, without much trouble, enough of Latin inflections to enable them soon to translate short sentences from the mother-tongue into Latin, and vice versa.
The present plan in Germany is to have boys in the gymnasia begin the study of Latin at the age of ten. The study is continued for a period of nine years. Greek is begun three years later and continued for six years. In the United States the prevailing plan is to postpone the study of Latin until the pupil enters the high school at the age of fourteen or fifteen. Good private schools and many city grammar schools permit children to begin when some two years younger than this. The Report on College Entrance Requirements made before the National Educational Association in 1899 suggested the propriety of extending the influence of the high school over the two highest grades of the grammar school, making in effect a six-year high school course. For students who expect to enter college or technical schools this plan offers great advantages, since it permits the desirable preparation to be distributed over six years instead of being concentrated into four.
[278.] This experiment will not, however, be long continued; since, with the large majority of pupils, the difficulties accumulate so rapidly as to lead unavoidably to the admission that the burden cannot be assumed merely for the sake of incidental advantages. Moreover, the customary view, handed down from the time of the Reformation, of the relation of the classical languages to the sciences, and to the needs of the age, is undergoing a change more and more apparent from decade to decade. The labor implied in the study of the ancient languages now pays only where talent combines with the earnest purpose to achieve the most complete scholarship.