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.