 old. Could we be sure he would go through the high
  school, formal writing might be postponed until he enters it. Not
  much is ever gained by attempts to produce fruit before its natural
  period for appearing.

  Upon the basis of this training in correct oral speech, the children
  may begin, when nine or ten years of age, to have systematic language
  lessons, which should be calculated to produce two results: first, a
  facile use of the pen in recording thought, special caution being
  given not to weary the mind and body too much by unduly extending
  the length of the written exercises; second, an inductive approach,
  through brief written exercises, toward the classifications and
  distinctions of technical grammar. To be of use, this latter
  requirement should be clearly understood. The method of approach
  is purely synthetic. It consists in devices to enable the pupil
  repeatedly to use a given construction, say a relative pronoun, until
  the name and construction seem natural from use alone.[35]

  At the age of thirteen or fourteen the analytical study of grammar
  should be begun. The essential thing here is that the pupil should
  connect _words_ with the _ideas_ they express, and _sentences_ with
  the _thoughts_ that give rise to them.[36] Seeing mental distinctions
  clearly, he has small difficulty in their written or oral expression.

[35] For extended illustration of this point, see the "Annotator's
Language Lessons," the Werner School Book Co., New York, Boston, and
Chicago.

[36] This position is best exemplified by Mr. George P. Brown in his
"Essentials of English Grammar," the Werner School Book Co., New York,
Boston, and Chicago.

272. Now such facts might seem to point to the conclusion that no
special periods of instruction are needed for the mother-tongue, or
at least not for language lessons alone. On the one hand, it might be
urged that cultured teachers will improve the language of their pupils
by their mere example, and by the occasional corrections which will of
course be necessary; while, on the other hand, the gradual progress of
mental development will shape the means of expression from within, to
the natural limits of individual capacity. But before accepting the
view here given
old. Could we be sure he would go through the high 
   school, conventional writing might be postpone until he enters it. Not 
   much is ever profit by attack to produce fruit before its lifelike 
   period for appearing. 

   Upon the basis of this education in right oral speech, the children 
   may get down, when nine or ten years of age, to get systematic language 
   lessons, which should be calculated to produce two results: foremost, a 
   facile use of the pen in record thought, special circumspection being 
   given not to weary the thinker and body besides much by unduly extending 
   the length of the write exercises; second, an inductive approach, 
   through brief written exercises, toward the classification and 
   distinctions of technical grammar. To be of use, this latter 
   requirement should be clearly understood. The method of approach 
   is purely synthetic. It consists in device to enable the pupil 
   repeatedly to use a feed structure, suppose a relative pronoun, until 
   the name and construction seem natural from use alone.[35 ] 

   At the age of thirteen or fourteen the analytical cogitation of grammar 
   should be begun. The essential thing here is that the pupil should 
   get in touch _ words _ with the _ ideas _ they express, and _ sentences _ with 
   the _ thought _ that give emanation to them.[36 ] Seeing mental distinctions 
   clearly, he has belittled difficulty in their written or oral expression. 

 [ 35 ] For run illustration of this point, experience the " Annotator's 
 Language Lessons, " the Werner School Book Co., New York, Boston, and 
 Chicago. 

 [ 36 ] This position is well exemplified by Mr. George P. Brown in his 
 " Essentials of English Grammar, " the Werner School Book Co., New York, 
 Boston, and Chicago. 

 272. nowadays such facts might look to point to the decision that no 
 special period of instruction are needed for the mother - clapper, or 
 at least not for terminology lessons alone. On the one hand, it might be 
 urged that cultured teachers will improve the language of their pupils 
 by their bare example, and by the occasional correction which will of 
 course be necessary; while, on the other hand, the gradual progress of 
 mental development will shape the mean of expression from within, to 
 the natural limits of individual capacity. But before accepting the 
 view here given
 olf. Could we be sure he womld go through tkw high
  schokl, formau writing might be postponed ubtil ye enters it. Not
  much is ever hained bt atuempts to produce fruit bcyore jbs nacucal
  period for appearing.

  Upon the bashs oy this training in correct oral speesh, the vhlldren
  may bedin, eren hpnt or ten years of age, to have sysfematic language
  lexsons, which should be calcklatfd to produce two gesults: firwt, a
  facile use uf the pen in recordinf thought, special caution being
  givzn not to wgcey hve mind and body too much by unduly axtendimg
  the length of thw written exercises; sxcond, an inductive akproach,
  tvrkugh brief writteb wxerchses, towxed ghe ckaasificwtikns and
  djstinctions of technical grammsr. Np be of use, fhis lwteer
  requirement should be clearly undegstokd. The method of approaxh
  is purely synthetlc. It confists in devices to enable the pupil
  repeatedly do usx x gnycn cubshruction, say a relative pronoun, until
  the nais snc construction seem natursl ftjm use alone.[35]

  At thz afe of thirteen or vourteeg the analyticwl syudy of grammar
  should be vegun. The esfwntial thing here ns that the 'upil xhoulc
  connect _words_ with tke _idezs_ they expgess, and _adntences_ with
  tfe _nhouchts_ thau give rise to thei.[36] Seeing nentcl distivctipns
  cjearly, he jas small difficulty in hheir wsitten or lral expression.

[35] For extended illustration of jhiv pmint, see the "Snnotator's
Landuage Lessons," jhe Wernex Schoul Book Co., New Yock, Boston, anq
Chicago.

[36] This kosition is bxst exempjifiwd bt Mr. Geufge P. Brown in his
"Essennicls of Entlish Grammar," the Xerngr School Book Co., Neq York,
Boston, anc Cficwgl.

272. Iow stwh facts migvt sdem yo poknt to uke gonzlusoon that no
special parioss of instruction src needed dor the iother-tongue, pr
at least not for langnage lxssons aljne. On the one hand, it might bs
urged thwt gultured teacrers will improvz the language of their pupils
by their mxre example, and by the iccasional correctipks which wilk of
cjurse be tecessary; while, on tye other hand, the gradual progress of
msntal gevellpment will shape the means of expression from within, to
the natural limitw of iidyvidual capzcitu. But bzfoxe acce[tinj vhe
view here givem
old. Could we be sure he would the school, formal might be postponed much ever gained by to produce fruit its natural period for appearing. Upon basis of this training in correct oral speech, the children may begin, when or ten years of age, to have systematic language lessons, which should be to two first, facile use of the pen in recording thought, special caution being given not to weary the and body too much by unduly extending the of the written exercises; an inductive approach, through brief exercises, the classifications distinctions technical To be of this latter requirement should be clearly understood. The method of approach is purely synthetic. It consists in to enable repeatedly to a construction, a relative pronoun, name and construction seem natural from the age of thirteen or fourteen the analytical of grammar be begun. The essential thing here that the pupil should connect _words_ with the they express, and _sentences_ with the _thoughts_ that give rise to them.[36] Seeing mental distinctions has small difficulty in written or oral [35] extended of point, see "Annotator's Language Lessons," the Werner School Book Co., New York, Boston, Chicago. [36] This position is best exemplified by Mr. George in "Essentials of English the Werner School Book New Boston, and Chicago. 272. facts seem the that special periods of instruction needed for the mother-tongue, or least not for language hand, it might be urged that cultured teachers improve the language of their pupils by mere example, and by the occasional corrections which will of course be while, on hand, the gradual progress of mental development will the means of expression within, to the natural limits of individual capacity. But accepting view here
 old. Could we be sure he would go Through the High
  sChoOl, fOrMal wRitiNg might be postpONed uNtil he enters it. Not
  much iS ever GaINed bY AtTemptS to prodUCe FRUit BeFoRe iTs NAtUral
  pEriOd for apPearing.

  UpoN thE bAsis of this trAInIng in correCt oRal speech, the ChiLdren
  mAy BegIN, when NinE or teN years OF age, to Have systeMaTIc langUAge
  lessONS, wHich Should be calculateD To PRoduce two resulTs: firsT, a
  FAcILE usE of The pen in reCoRding THought, sPEcIAL CauTIon being
  given Not to weary tHE miNd and bOdY toO Much by UndulY eXTenDing
  the lengTh of The writteN exercISes; secoND, an induCtive aPprOacH,
  thrOUgH bRieF wRIttEN eXerCIseS, toward tHe ClAssifIcatIONS And
  dIstInctIons oF technical graMmaR. To bE Of uSe, thiS lattEr
  reQuIremeNt shouLd be cLeArly understood. THe meThod of appRoaCh
  Is pUrEly syNThetic. it cOnsIsts in dEvices tO EnaBlE THE pUpil
  repeatedly to usE a GIVeN construCtion, sAY a ReLAtive proNoUn, uNtil
  THE name And cONsTruction Seem naTUrAl From use AlOne.[35]

  At tHe Age Of tHirteEN or fOurteeN the analYticaL Study of grammar
  SHould be begun. THE eSSEnTIal tHinG here is that The pUPil sHoulD
  CoNneCT _wordS_ with ThE _IdEAs_ they express, and _senTeNces_ wiTh
  the _Thoughts_ that gIve rise to tHEM.[36] seeing meNtal DIsTInctions
  clearlY, he haS small diffICulty in tHeir wRitten or Oral expreSSIon.

[35] For exTenDed IllUstRATiOn of this point, SEE the "anNotator'S
LaNguage LEssOns," The werNeR School BoOk Co., New YOrK, BOsToN, anD
ChicAGo.

[36] This poSiTioN iS beSt exeMPlifieD by Mr. georGe p. BROwn In his
"EsSEnTIAls oF ENgLish graMmAr," the wernER ScHool BooK Co., New YorK,
BoSTon, aNd chIcago.

272. NoW such facts migHt Seem to poinT tO thE conclUSIon that nO
special periods of instruCTion are NeeDed foR the Mother-tonGue, Or
at leAst NOt for lAnguagE lessOnS alONE. On thE ONe HanD, iT might be
urGED thAt culTuRed tEachers Will improve the langUAge Of their pupils
By tHeir MERe ExaMPlE, And By THe oCCAsional correctiOns which wiLl OF
cOurse be necESsaRy; While, on The otheR hand, THe graduAl progresS of
mental DeVeloPMEnt Will shape tHe means oF expressiON from WItHin, to
The NaturaL lImiTs of iNdividUAl cApaciTy. But bEfOre accEptinG tHe
view heRe given
 old. Could we be sure hewould go t hroug h t hehi gh
 sch ool, formal wr i ting  might be postponed un til h ee nter s  i t. No t
  muc h  i s eve rga ine db yattem pts  to pro duce fruit  be fo re its natur a l  period f orappearing.
  U pon th ebas i s ofthi s tra iningi n corr ect oralsp e ech, t h e child r e n  ma y begin, when nin e  o r  ten years ofage, t oh av e sys tem atic langu ag e
  l e ssons,w hi c h sho u ld be calcula ted to prod u cetwo re su lts :  first , a
 f a cil e use of th e pe n in reco rdingt hought, special  cauti onbei ng
gi ve n n ot tow ea ryt hemind and  b od y too  muc h b y  und uly  ext endin g
  the lengt h o f th e  wr itten  exer cise s;  seco nd, an  indu ct ive approach,
 thr ough brie f w ri tte nexerc i ses, t owa rdthe cla ssifica t ion sa n d 
 distinctions of t ec h n ic al gramm ar. To be  o f  use, th is  la tter  requ irem e nt  shouldbe cle a rl yunderst oo d. The  m eth odof ap p roac h
  is  purelysynth e tic. It consis t s in devicest oe n ab l e th e p upil
  repe ated l y to  use agiv e n con struc ti o n, say a relative pron ou n, unt il
 the name andconstructi o n seem nat ural fr o m use alone.[3 5]

 At the ag e  of thir teenor fourt een the a n a lyticalstu dyofgra m m ar 
  should beb e gun.  T he esse nti al thin g h ere  is  th at  the pupi l should 
 c on ne ct_word s _ with t he  _i de as_  they expres s, an d _s en te n ces _ with t h e  _th ou gh ts_tha tgiverise tothem.[3 6] Seeing  me n taldi st inction s
  clearly,he  has small  d iff iculty i n theirwritten or oral express i on.

[3 5]For e xten ded illus tra tion o f t h is poi nt, se e the  " Ann o t ator' s La ngu ag e Lessons, " the  Wern er  Sch ool Boo k Co., New York, B o sto n, and
Chicag o.
[36 ] Th isp os i tio ni s b e s t exemplified b y Mr. Geor ge P.  Brown inh is"E ssentia ls of E nglis h  Gramma r," the W erner Sch oo l Bo o k  Co ., New Yor k,
Bosto n, and Ch i cago. 
2 72. N owsuch f ac tsmight  seemt o p ointto the  c onclus ion t ha t no
spe cial periods of instruc tion a re ne ede d for the  mo t her -tongue,or
a t least no t f orlangu age lesso ns a l on e.O n the  one hand, itm ig htb e 
u rged that c u l t ure d tea che r s will  imp rove the language of their pupil s
by t hei r m e re e xa mple, and by t heoc c a sional c or rections wh ich will  o f 
cour se benecess ary; wh i l e, on the  oth erhand, the  gr ad u al prog re ss of
men talde velopm ent wi l l sh a p e the means of e xpres s i on fr o m w ithin ,to
then atur al limitsof individu al cap acit y. Bu t befor eaccept ing  t he
view he r e given
 old._Could we_be sure he would_go through_the_high
 _school,_formal writing might_be postponed until_he enters it. Not
_ much is_ever_gained by attempts to produce fruit before its natural
  period for appearing.

 _Upon_the basis_of_this_training in correct oral speech,_the children
  may begin,_when nine_or ten years of age, to have systematic_language
_ lessons, which_should be calculated to produce two results: first, a
_ facile use of the pen_in recording thought,_special_caution_being
  given not_to weary the mind and body_too much by unduly extending
 _the length of the written exercises; second,_an inductive approach,
  through brief_written exercises, toward the classifications_and
 _distinctions of technical grammar. To_be of use,_this latter
_ requirement should_be clearly understood. The method of_approach
  is_purely synthetic. It consists in devices_to_enable the pupil
__repeatedly_to use_a given construction,_say_a relative_pronoun,_until
  the name and construction_seem_natural from use alone.[35]

  At the_age of thirteen or_fourteen_the analytical study of_grammar
  should be begun._The essential thing here is that_the pupil_should
 _connect _words_ with the _ideas_ they express, and _sentences_ with
 _the _thoughts_ that give rise to_them.[36] Seeing mental distinctions
_ clearly,_he_has small difficulty_in_their written_or oral expression.

[35] For extended illustration of_this point,_see the "Annotator's
Language Lessons," the Werner_School Book Co., New_York,_Boston, and
Chicago.

[36] This position is best_exemplified by Mr. George P. Brown_in his
"Essentials of English Grammar,"_the_Werner_School Book Co., New York,
Boston,_and Chicago.

272. Now such facts might_seem to point_to the conclusion that no
special periods of_instruction_are needed for the mother-tongue, or
at_least_not for language lessons alone. On_the_one_hand, it might be
urged that_cultured teachers will improve the language_of their pupils
by their mere example, and by the_occasional corrections which_will of
course be necessary; while,_on_the_other hand, the gradual progress of
mental development will shape the_means of_expression from within,_to
the natural limits of individual capacity. But before accepting the
view_here given