How does a pupil learn?

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A pupil learns a thing far better if, in his soul, he can apply it in different directions. You will be able to say to him: “Look, there you have made an English sentence and a Romanian sentence; in the English sentence, if the first person is referred to, we can hardly ever miss out the ‘I;’ in a Romanian sentence the ‘I’ is there already inside the verb.”

 You do not need to go a step further; in fact it is not at all wise to go further, but it is a good thing just to touch on this difference, so that the pupil comes to have a certain feeling for it; then from this feeling there emanates a living aptitude to understand other things in grammar, and I beg you to absorb this fact and to think it over very deeply, namely, that it is possible, in a stimulating, living lesson, to develop during the lesson the faculty necessary for teaching. The fact is, if you have only touched, for instance, on a thing, and have not enlarged on it pedantically, if you have said to the child: “The Romanian language has not yet developed the ‘I,’ it still has it in the verb; but our languages have developed it,” there is momentarily awakened in him a faculty which is otherwise absent. This is stimulated into life at this moment and not before, and you can more easily study grammatical rules with the children after such insight is awakened than if you had to evoke them from the ordinary condition of the child's soul. You will have to think out how you can create the aptitudes you want for a certain lesson. The children do not need to have all the capacities which you intend to use, but you must have the skill to call them up in such a manner that they disappear when the child no longer needs them.


This process can be exceptionally important in language teaching if this is allowed to consist of correct reading, accurate pronunciation — without giving many rules — first reading yourself and letting them repeat it; then have the reading-passage retold and thoughts about it formed and expressed in the different languages — and, quite independently of this, study grammar and syntax with rules to be remembered and examples to be forgotten. There you have a framework for language teaching.

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