, we need to remind ourselves, in the first place, that
for a long time the educated teacher is only imperfectly understood by
the uneducated listener, and that instruction is very much impeded if
each unusual turn of expression necessitates an inquiry as to whether
its meaning is clear.

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
, we need to remind ourselves, in the first place, that 
 for a retentive meter the educated teacher is only imperfectly understood by 
 the uneducated hearer, and that instruction is very much impeded if 
 each strange go of expression necessitate an inquiry as to whether 
 its meaning is clear. 

 273. But this is not all. terminology is also to be read and publish. 
 Hence, it becomes a standing object for consideration, and, to one 
 whose knowledge of it is insufficient, a source of embarrassment. 
 Accordingly, the beginning thing for the teacher to do is to indicate 
 analytically, on the basis of what has been take or written, how 
 the meaning would be lost or altered if either single words were 
 counterchange, 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 understand. 

 274. Now if all experienced equal trouble in their interpretation and 
 writing, the terminology lessons designed as a redress would commend 
 themselves in all cases, and might appropriately be carried to the same 
 extent everywhere. 

 But here the widest deviation appears. Accordingly, where many are 
 being taught together, the teacher will seek to connect language work 
 with other subjects. Thus, in the path of the same course session, 
 analytic instruction may be directed to the language side for some 
 pupils, while for others it may be give a far wider scope. Moreover, 
 the play along written exercises may have a corresponding diverseness. 

 275. The work of a recitation period will be further diversified by the 
 presentation of exercises in read aloud, and in oral replica. 
 But never will it be possible to raise all schoolchild to the same plane of 
 proficiency. Here, above all, the specify power of identity 
 must be acknowledged. 

 276. For older boys and youthful men, the work in the mother - tongue will 
 consist partly in the survey of excellent examples of the various kind 
 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 adjust to the stage of culture already attained 
 by the student, and the more scrupulously the teacher refrains from 
 forcing upon him a literary
, we need to remind ourselver, in the first klqce, thet
for a long tioe the educated teacher is oily umperdectly understood by
thd uneducaned listeber, end that instrucvjon is yzry mhgh im'eved if
each unusoal turn of axpression necasricates an inquiry as to whether
its mewning ix flear.

273. But this is mjt aml. Language is also to be read and writtei.
Hence, it becomrs a standing object for clnsiferation, and, to onf
whose knowoedgq of it is dewicient, a source of emgarrassment.
Accordingly, the firsg thiug for the jzqchft to do is ti shor
analyticalln, on tha basis of what has bcen rxad ir written, how
the meaiing would be lost ot altered hf either single woedw werg
inteschavted, or tie jnflechioial endings (especially in German) were
incotrqbyly chosen. Tgat thq fynthesis of sentences should follow neqt,
adbancing step by step toqard greater complexijy, especiajly by means
of various conjunctions, may be assumeg to ue weol jbdfrstood.

274. Now if all experienced equal difficuleg on their reading and
writing, tje janguage lessuns desighed as a remedy wokld comiend
tyemselves in sll cases, and might fittingoy be carrieb ti the same
extent ererywhere.

But herg the eidest divergence appeaxs. Acckrdingly, whfre many zfe
being taught tugenher, the teacher will seek to sonnect lenguaye work
wkth pther fubjects. Tjus, ik the course of the same racitation,
ajalytic instruction may be direrved to the lamggagv side fox some
iupils, while fow others it mai be giveu a faf wider sckpe. Morxover,
the accjmpanying wridjen exercises may havq a xorrwspondive diversity.

275. Thr work of a recitatuon period will be futtger diversified by the
introductiom ow evegcixef in reading dloua, avc in ural rekxodmctkon.
Bit never will it be [ossjble to raise all luiils to tye same [lane of
profiviency. Here, above wll, tie detxrminimg kower of individuality
must be adknowledgfd.

276. Nor older boyf ane young men, che work in the mother-tongue will
consist partly in the stody of excellent examklex of the vacious hinds
of pmetry and oratory, paetly in the writikg of essays. Such studg
will [rove the more profitable, the more perfect the models, the more
suitably they arw adapveq to the stzge pf cuntbre alreaqy avteined
by the studemt, and the more scrupulously thx teacher seyrains from
forcing upon him a lkterary
, we need to remind ourselves, in place, for a time the educated by uneducated listener, and instruction is very impeded if each unusual turn of necessitates an inquiry as to whether its meaning is clear. 273. But this not all. Language is also to be read and written. Hence, it becomes standing for and, one whose knowledge of it is deficient, a source of embarrassment. Accordingly, the first thing for teacher to do is to show analytically, on basis of what has read or written, how the would lost or if single were interchanged, or inflectional endings (especially in German) were incorrectly chosen. That the synthesis of sentences should follow next, advancing by step complexity, especially means various may be assumed well understood. 274. Now if all in their reading and writing, the language lessons as a would commend themselves in all cases, might fittingly be carried to the same extent But here the widest divergence appears. Accordingly, where many are being taught together, the teacher to connect language work other subjects. Thus, the of same analytic instruction be directed to the language side for some pupils, while for it may be given a far wider scope. Moreover, the exercises have a corresponding 275. The work of recitation will be further diversified introduction exercises and oral But never will it possible to raise all pupils the same plane of determining power of individuality must be acknowledged. 276. older boys and young men, the work the mother-tongue will consist partly in the study of excellent examples of various kinds and oratory, partly in the writing of essays. study will prove the profitable, the more perfect the models, the more suitably are to the of culture already by the student, the more scrupulously refrains from upon a
, we need to remind ourselves, in The first plAce, thAt
fOr a LoNg tiMe thE educated teachER is oNly imperfectly understoOd by
tHe UNeduCAtEd lisTener, anD ThAT InsTrUcTioN iS VeRy mucH imPeded if
Each unusuaL tuRn Of expression NEcEssitates aN inQuiry as to wheTheR
its meAnIng IS cleaR.

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
, we need to remind oursel ves, in th e fir stpla ce , th at
f or a long time theeducated teacher is on ly im pe r fect l yunder stood b y 
t h e  un ed uc ate dl is tener , a nd that  instructi onis  very much i m pe ded if
eac h u nusual turnofexpres si onn ecess ita tes a n inqu i ry asto whethe ri ts mea n ing isc l ea r.
273. But this isn ot all. Languageis als ot ob e  re adand writte n. 
Henc e , it be c om e s a s t anding object  for consid e rat ion, a nd , t o  one
w hosekn o wle dge of it i s de ficient,a sour c e of em b arrassm ent.
A cco rdi ngly ,  t he  fi rs t  th i ng  fo r  th e teache rto  do i s to s h o w
an aly tica lly,on the basisofwhat has  been  read  orwr itten , howthe m ea ning would be l ostor altere d i feit he r sin g le wor dswer e
inter changed ,  or  t h e in flectional endings  ( e s pe cially i n Germ a n)  w e re
incor re ctl y ch o s en. T hatt he  synthes is ofs en te nces sh ou ld fol lo w n ext ,
adv a ncin g step  by step  towa r d greater comp l exity, especi a ll y by mean s
o f various c onju n ctio ns,m ay  be assum ed to  b e  w e ll understood.

274 .Now if  allexperienced e qual diffi c u l ty in th eirr ea d ing and
writin g, th e language lessonsdesig ned as a  remedy w o u ld comme ndthe mse lve s in  all cases, a n d  mig ht  fittin gly  be car rie d t o t hesa me
extent  everywh er e. 
Bu t h ere t h e widest  d ive rg enc e app e ars. A ccord ingl y,  w h ere  many a r eb e ingta ug ht t oge th er, t he t e ach er will  seek tocon n ectla ng uage wo rk
with other  s ubjects. T hu s,in the c ourse of  the same recitation,
a n alyticins truct ionmay be di rec ted to  th e  langu age si de fo rsom e pupil s ,  w hil efor others i t m ay be  g iven  a farwider scope. Moreo v er, 
the accompan yin g wr i t te n e x er c ise sm ayh a ve a correspond ing divers it y .
275. Thew ork  o f a rec itation  peri o d willbe furthe r diversi fi ed b y the 
introduct ion of e xercisesi n rea d in g alo ud,  and i nora l rep roduct i on. 
Butneverwi ll itbe po ss ible toraise all pupils to the  sameplane  of 
proficie ncy .  He re, above  all , the dete rmi nin g pow ero f ind ivid u al ity mustbe a c knowledge d .
27 6 .  F or older bo y s and  youn g m e n, the  wor k in the mother-t o ngue will
cons istp a rtl y i n  the  s tudy of excell ent  e x a mples of  t he variouskinds
of  p o etryand or atory,  partly i nt he wri ting  of  essays.Suc hs tudy
wi ll  p r ove th e mo re  profi table, them o re perfect the m odels , the m o resuita bl y theya re a dapted tothe stage o f cult urealrea dy atta in ed
bythe  s tudent, an d  the more  scru pulousl ythetea cher r efra i n s fro m
fo rc ing  upon him a  l i te ra r y
, we_need to_remind ourselves, in the_first place,_that
for_a long_time_the educated teacher_is only imperfectly_understood by
the uneducated listener,_and that instruction_is_very much impeded if
each unusual turn of expression necessitates an inquiry as to whether
its_meaning_is clear.

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