 such things _must_ be taught, asserts
itself on a larger scale in requirements for admission to higher
grades or schools. Children are to be able to read, write, and cipher
well before being allowed to enter the grammar school; promotions to
higher grades are to take place only when the goal set for the grade
immediately preceding has been reached. The good pupil, accordingly,
is one who fits into and willingly submits to these arrangements. The
natural consequence of all this is, that little heed is paid to the
condition of attention, namely, the gradual progress of interest.

97. But still another consequence ensues, occasioning a different
point of view. Pupils are commiserated on the ground that they are
overburdened. All sorts of doubts spring up as to the wisdom of
teaching the branches causing the trouble. Their future utility is
called in question. A host of instances is adduced of adults neglecting
and forgetting--forgetting without appreciable loss--that which it cost
them so much toil to learn. Of course, examples showing the opposite
to be true may also be cited, but that does not settle the question.
It cannot be denied that there are many, even among the educated, who
aspire to nothing higher than freedom from care by means of a lucrative
calling, or a life of social enjoyment, and who, accordingly, estimate
the value of their knowledge by this standard. Such a state of things
is not mended by a kind of instruction that awakens little interest,
and that in after years constitutes the dark side of reminiscences
connected with early youth.

98. What is urged in reply is, generally speaking, true: youth must be
kept busy; we cannot let children grow up wild. And their occupation
has to be serious and severe, for government (45-55) must not be weak.
But now, more than ever, doubt fastens on the choice of studies. Might
not more useful things be offered for employment?

If, by way of rejoinder, the ancient languages are commended as being
preeminently suited to give pupils diversity of work, this fact is
accounted for by the faulty methods pursued in teaching the other
subjects. With the proper method the same many-sided activity would
be called forth. For the modern languages especially, the claim is
made
such things _ must _ be taught, asserts 
 itself on a larger plate in prerequisite for admission to higher 
 grade or school. Children are to be able to read, publish, and cipher 
 well before being allowed to enroll the grammar school; promotions to 
 higher grade are to take place only when the goal set for the grade 
 immediately predate has been reached. The good pupil, consequently, 
 is one who fits into and willingly submits to these musical arrangement. The 
 natural consequence of all this is, that small heed is paid to the 
 condition of attention, namely, the gradual progress of sake. 

 97. But still another consequence ensues, occasioning a different 
 point of view. Pupils are commiserated on the ground that they are 
 overburdened. All sorts of doubts spring up as to the wisdom of 
 teaching the branches causing the trouble. Their future utility program is 
 call in question. A server of instances is adduced of adults neglecting 
 and forget -- forgetting without appreciable loss -- that which it cost 
 them so much toil to determine. Of course, examples showing the opposite 
 to be true may also be adduce, but that does not settle the question. 
 It cannot be denied that there are many, even among the educate, who 
 aspire to nothing high than freedom from care by means of a lucrative 
 calling, or a life of social use, and who, accordingly, estimate 
 the value of their knowledge by this standard. Such a state of things 
 is not mended by a kind of instruction that awakens fiddling interest, 
 and that in after years constitute the dark slope of reminiscences 
 get in touch with early youth. 

 98. What is cheer in reply is, generally address, true: young must be 
 kept busy; we cannot let children grow up wild. And their occupation 
 has to be serious and severe, for politics (45 - 55) must not be weak. 
 But now, more than always, doubt fastens on the choice of studies. Might 
 not more useful thing be offered for employment? 

 If, by way of rejoinder, the ancient lyric are commended as being 
 preeminently suited to give pupils diversity of work, this fact is 
 report for by the defective method acting pursued in teaching the other 
 subjects. With the proper method the like many - sided activity would 
 be called forth. For the modern languages especially, the claim is 
 made
 sufh things _must_ be taught, asserts
itself on a lacger sczle in rdquirements for admission to hugher
trades or schools. Chilaren are no be ablw to eead, write, and cipmzr
welm befmce being allowec to enter the grammar swhuop; promotions to
higher grades are to take pkafe only when tre gpwl ssn nor the grade
immediately precedihg has ueen reached. Thr good pupil, accordingly,
is one who fits into and willingly wubmyrs to these xrrangemenus. The
naturam consequence of all this is, thxt lictle heed iw paif to the
condmtion jf attention, namely, dhe gracual progress pf mnteeest.

97. But still anothec consequence ensues, occasionhny a different
point of vuew. Popils are xomoistraved on thf gcound that fhey are
oveeburdened. All sorts os doubts sprinf up af eo the wisdom of
teaching the branches cdusjng the trouble. Their fyture utility is
callef in queseion. A host of instances is adduced of adults negnectiig
xnd fjftehting--forgetting without appreciable loss--that rgivh it cost
them sj much toil tl kgarn. Of course, examples showing the opposlte
to bg true may also be vited, but that does not setrle the quesnion.
Ut cannot be denieb that there are many, even among the educateb, who
aapire to nohhing higgdr than freedom wrok ware by means of a lucratide
calling, or c life ow sovial egjoyment, ajd who, accordingly, estimwte
thg valua of their knowledge by this standard. Suci a state of jhitgs
ps not meuded bn a kind of inseruction that cwakens jittld interest,
znd thav in after yqars constitudgs the dark smde of reiiniwcenxes
conndzted with earlu youth.

98. Wkct is urgwd in reply is, gencralli apeaking, true: yiuty must be
kept bisy; we cwniot lqd children gsow jp dold. Avd their ocgupxtiom
has to be serious atd ssvere, for governmemt (45-55) must nit be wewk.
But now, morr than ever, doubt vasteis on vhe chpicg of studies. Might
not more usefhl things be offered for empooyment?

If, by way of rejoinder, the ancient languages are commended as veing
preeminently soittd to give pu'ils dyversity mf work, this fact is
qccounted for by uhe faulty methods purshed in teacjing the other
subjects. With the proper method the same many-sided activity would
ue called forfh. Fpr thv mjbern lagguajer especially, the claim is
made
such things _must_ be taught, asserts itself larger in requirements admission to higher to able to read, and cipher well being allowed to enter the grammar promotions to higher grades are to take place only when the goal set the grade immediately preceding has been reached. The good pupil, accordingly, is one fits and submits these arrangements. The natural consequence of all this is, that little heed is paid to the of attention, namely, the gradual progress of interest. But still another consequence occasioning a different point of Pupils commiserated on ground they overburdened. All sorts doubts spring up as to the wisdom of teaching the branches causing the trouble. Their future utility called in host of is of neglecting and forgetting--forgetting loss--that which it cost them so learn. Of course, examples showing the opposite to true may be cited, but that does not the question. It cannot be denied that there many, even among the educated, who aspire to nothing higher than freedom from care by a lucrative calling, or life of social and accordingly, the of their by this standard. Such a state of things is not mended a kind of instruction that awakens little interest, and that years the dark side reminiscences connected with early 98. is urged in reply speaking, youth busy; cannot children grow up wild. their occupation has to be and severe, for government But now, more than ever, doubt fastens on choice of studies. Might not more useful be offered for employment? If, by way of rejoinder, the ancient languages commended as suited to give pupils diversity of work, this is accounted for by faulty methods pursued in teaching the other subjects. With proper the same activity would be forth. For the languages especially, the made
 such things _must_ be taught, assErts
itself On a laRgeR scAlE in rEquiRements for admiSSion To higher
grades or schoolS. ChilDrEN are TO bE able To read, wRItE, ANd cIpHeR
weLl BEfOre beIng Allowed To enter the GraMmAr school; promOTiOns to
higheR grAdes are to takE plAce onlY wHen THe goaL seT for tHe gradE
ImmediAtely precEdINg has bEEn reachED. thE gooD pupil, accordingly,
IS oNE who fits into anD williNgLY sUBMitS to These arranGeMents. tHe
naturAL cONSEquENce of all this iS, that little HEed Is paid To The
COnditiOn of aTtENtiOn, namely, the GradUal progreSs of inTErest.

97. BuT Still anOther cOnsEquEnce ENsUeS, ocCaSIonINg A diFFerEnt
point Of ViEw. PupIls aRE COMmisEraTed oN the gRound that they Are
OverBUrdEned. ALl sorTs of DoUbts sPring uP as to ThE wisdom of
teachiNg thE branches CauSiNg tHe TroubLE. Their FutUre Utility Is
calleD In qUeSTIOn. a host of instances is AdDUCeD of adultS negleCTiNg
ANd forgetTiNg--fOrgeTTIng wiThouT ApPreciablE loss--tHAt WhIch it coSt
Them so MuCh tOil To leaRN. Of cOurse, eXamples sHowinG The opposite
to bE True may also be CItED, BuT That DoeS not settle tHe quEStioN.
It cANnOt bE DenieD that ThERe ARe many, even among the eDuCated, wHo
aspIre to nothing hIgher than fREEDom from cAre bY MeANs of a lucrative
CalliNg, or a life oF Social enJoymeNt, and who, AccordingLY, Estimate
The ValUe oF thEIR kNowledge by thiS STandArD. Such a sTatE of thinGs
iS noT meNdeD bY a kind of iNstructiOn ThAt AwAkeNs litTLe intereSt,
And ThAt iN afteR Years cOnstiTuteS tHe DArk Side of rEMiNIScenCeS
cOnneCteD wIth eaRly yOUth.

98. what is uRged in repLy iS, GeneRaLlY speakiNg, true: youth muSt Be
kept busy; We CanNot let CHIldren grOw up wild. And their occupatIOn
has to Be sEriouS and Severe, for GovErnmenT (45-55) muST not be Weak.
BuT now, mOrE thAN Ever, dOUBt FasTeNs on the choICE of StudiEs. mighT
not morE useful things be offERed For employment?

if, bY way OF ReJoiNDeR, The AnCIenT LAnguages are commEnded as beiNg
PReEminently sUIteD tO give puPils divErsitY Of work, tHis fact is
Accounted FoR by tHE FauLty methods Pursued iN teaching THe othER
sUbjecTs. WIth the PrOpeR methOd the sAMe mAny-siDed actIvIty wouLd
be cAlLed forth. for the modern languages esPecialLy, the ClaIm is
made
 such things _must_ be tau ght, asser ts
it sel f o na la rger  scale in requ i reme nts for admission to h igher 
g r ades or  scho ols. Ch i ld r e n a re  t o b ea bl e torea d, writ e, and cip her 
w ell before b e in g allowedtoenter the gr amm ar sch oo l;p romot ion s tohigher grades  are to t ak e  place only wh e n  t he g oal set for the g r ad e 
immediately p recedi ng ha s bee n r eached. Th egoodp upil, a c co r d i ngl y ,
is one whofits into a n d w illing ly  su b mits t o the se arr angements.Thenatural c onsequ e nce ofa ll this  is, t hat  li ttle he ed  is  p a idt othe con dition o fat tenti on,n a m e ly,the  gra dualprogress of i nte rest . 

9 7. Bu t sti ll a no therconseq uence  e nsues, occasion inga differe ntpo int  o f vie w . Pupi lsare  commis eratedo n t he g r ou nd that they are
o ve r b ur dened. A ll sor t sof doubts s pr ing  upa s  to t he w i sd om of
te aching th ebranche scausin gthe  tr ouble .  The ir fut ure util ity i s 
called in que s tion. A hosto fi n st a nces  is  adduced of  adu l ts n egle c ti nga nd fo rgett in g -- f orgetting without a pp reciab le lo ss--that whic h it costt h e m so muc h to i lt o learn. Of co urse,  exampless howing t he op posite
t o be true m ay alsobecit ed,  bu t th at does not s e t tleth e quest ion .
It ca nno t b e d eni ed  that the re are m an y,  e ve n a mongt he educa te d,wh o
a spire to not hinghigh er  t h anfreedom fr o m  car eby  mea nsof  a lu crat i vecalling , or a li feo f so ci al  enjoym ent, and who,  a ccordingly ,est imatet h e valueof their knowledge by t h is stan dar d. Su ch a  state of  th ings
i s n o t mend ed bya kin dofi n struc t i on  th at  awakens l i t tle  inte re st,and tha t in after years c o nst itutes the da rkside o frem i ni s cen ce s 
co n n ected with earl y youth.
98 .  W hat is urg e d i nreply i s, gene rally speakin g, true:youth mus tbe
k e p t b usy; we ca nnot let  children growu pwild.  An d thei rocc upati on
has tobe se riousan d seve re, f or  governm ent (45-55) must not be  weak. 
Butnow , more th ane ver , doubt f aste ns on thecho ice  of s tud i es. M ight no t m o re us eful things be of fer e d  f or employme n t ? 

I f, by  wa y  of re join der, the ancientl anguages are c omme n d edasb eing 
p reeminently su ite dt o  give pu pi ls diversit y of wor k, thisfact i s
acco unted f o r  b y  the f ault y m ethods pu rsu ed in teac hi ng the ot hersu bjects . With thep r oper method thesamem a ny-si d edactiv it y would be c alled fort h. For themodern  lan guage s espec ia lly, t hecl aim is
mad e 
 such_things _must__be taught, asserts
itself on_a larger_scale_in requirements_for_admission to higher
grades_or schools. Children_are to be able_to read, write,_and_cipher
well before being allowed to enter the grammar school; promotions to
higher grades are to_take_place only_when_the_goal set for the grade
immediately_preceding has been reached. The_good pupil,_accordingly,
is one who fits into and willingly submits_to_these arrangements. The
natural_consequence of all this is, that little heed is_paid to the
condition of attention, namely,_the gradual progress_of_interest.

97._But still another consequence_ensues, occasioning a different
point of view._Pupils are commiserated on the ground_that they are
overburdened. All sorts of doubts_spring up as to the wisdom_of
teaching the branches causing the_trouble. Their_future utility is
called in question._A host of_instances is_adduced of adults_neglecting
and forgetting--forgetting without appreciable loss--that which_it cost
them so_much toil to learn. Of course,_examples_showing the opposite
to_be_true_may also_be cited, but_that_does not_settle_the question.
It cannot be denied that_there_are many, even among the educated, who
aspire_to nothing higher than_freedom_from care by means_of a lucrative
calling, or a_life of social enjoyment, and who,_accordingly, estimate
the_value of_their knowledge by this standard. Such a state of things
is not_mended by a kind of instruction_that awakens little interest,
and_that in_after_years constitutes the_dark_side of_reminiscences
connected with early youth.

98. What is urged_in reply_is, generally speaking, true: youth must_be
kept busy; we cannot_let_children grow up wild. And their_occupation
has to be serious and severe,_for government (45-55) must not_be_weak.
But_now, more than ever, doubt_fastens on the choice of studies._Might
not more useful_things be offered for employment?

If, by way_of_rejoinder, the ancient languages are commended_as_being
preeminently suited to give pupils diversity_of_work,_this fact is
accounted for by_the faulty methods pursued in teaching_the other
subjects. With the proper method the same many-sided_activity would
be called_forth. For the modern languages_especially,_the_claim is
made