[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, 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.