The study of grammar has finally been arranged in a methodical series of exercises and the material has been prepared after careful and rigid experiment. Those who read this method will get a clear idea of the teacher's task. She has a material ready for use. She need not bother to compose a single sentence nor to consult a single program. The objects at her disposal contain all that is necessary. She need know simply what they are and how they are to be used. The lessons which she must give are so simple, and require so few words, that they become lessons rather of gesture and action than of words. It must be borne in mind, further, that the work is not as uninteresting as would appear from this arid summary. The actual school is a real intellectual laboratory, where the children work all the time and by themselves. After the material has been presented to them, they recognize it and like to hunt for it. They know how to find for themselves the precious objects which they want to use. They often exchange materials and even lessons with other children. The few lessons the teacher gives connect, as it were, a system of live wires, which set in motion activities quite disproportionate to the energy expended in the simple act she performs. She pushes, so to speak, a button and here a bell rings, there a light goes on, there a machine begins to buzz. Very often the teacher sees a whole week go by without any need of intervention on her part.
And yet what delicacy and tact are necessary properly to "offer" this material, to give in an interesting way a lesson calculated to exert a direct action upon the child's spiritual activity! How skilful we must be to leave all the child's spontaneous impulses free to develop themselves, to keep careful watch over so many different individual impulses! This we must do if we are to "keep the lamp burning"! When, for example, on passing a table where the child has analyzed a sentence with the colored cards, the teacher shifts about, as if in play, one of the little slips, not only must she be possessed of the psychological insight necessary for intervening in this child's work at the proper time, but she must also have in mind the grammatical rule of which she wishes to give the child his first intuition. It follows that every single act of the teacher, however insignificant apparently, is, like the acts of the priest in the service, of the greatest importance, and should come from a consciousness thoroughly awake, and full of potentiality. Instead of giving out what she has in herself, the teacher must bring out the full possibilities of the children.
The teacher's extrinsic preparation is a matter of thorough acquaintance with the material. It should be so much a part of her that she knows at once what is needed for each individual case as soon as it arises. Actual practise soon develops this skill.
The exercises are performed with these little packages of specially prepared cards. The most important problem (for Italian grammar) is in the agreements; the agreement of article and noun, as we have already shown, the agreement of noun and adjective, and later on of pronoun and verb, and pronoun and noun. There are two kinds of exercises, which we have termed respectively "analyses" and "commands."
The commands involve both work done by the teacher and exercises performed by the children. The purpose here is to clarify the meanings of words and often to suggest a practical interpretation of them. This explanation is followed by an exercise of the children themselves, who in turn practically interpret the meaning of one or more sentences written on a card which they read just as they did in the first exercises of reading in the "Children's House." On this card are the words which the teacher has just explained. In our experiments we gave these lessons immediately after "silence" just as we did for reading in the "Children's House." All the children, however, do not necessarily take part in these executions—oftenest it is only a group of children, sometimes one child alone, again, at other times, almost all of them. If possible the commands are given in another room, while the other children continue their work in the large hall. If this is not possible it takes place in the same room. These commands might be called "an introduction to dramatic art," for right there little dramatic scenes full of vivacity and interest are "acted out." The children are singularly delighted in working for the one exact "interpretation" which a given word requires.
The analyses, on the other hand, are of quite different character. "Analysis" is done at the table. It is work which requires quiet and concentration. While the command gives the intuition, the analysis provides for the maturation of the idea. The grammar boxes are used in these exercises. In a larger compartment which each box contains, are placed several slips bearing a printed sentence; for example, Throw down your handkerchief. The child draws a slip and places it to one side on the table. Then he takes from the different boxes the colored slips corresponding to the different words in the sentence and places them side by side one after the other. In this way he composes the entire sentence: Throw down your handkerchief. The child is actually doing here a very simple thing: he is merely translating into colored cards the sentence which is printed on his slip. He composes this sentence in the same way in which he has already composed words with the moveable alphabet. But here the exercise is even more simple because the child need not remember the sentence, for it is there right before his eyes. His attention must be concentrated on other facts, so that all intellectual effort in the composition of the sentence itself is eliminated. The child has to note the colors and the position of the cards in the different boxes, since he must take the cards now from the noun box, now from the adverb box, now from that of the preposition, etc.; and the colors together with the position (each section has a title, as we have already seen) strengthen his consciousness of a classification of words according to grammar.
But what really makes this exercise in analysis so interesting is the teacher's repeated permutation of the different cards. As she goes by a table she changes, as though in fun, the position of a card, and in this way provokes the intuition of grammatical rules and definitions. Indeed, when she takes out the card, which refers to some new part of the exercise, the remaining sentence with its changed meaning emphasizes the function of the part of speech which has been moved. The effect shows a distant analogy to the light that pathology and vivisection throw on physiology. An organ which fails in its function illustrates exactly that function, for never does one realize the precise use of an organ more clearly than when it has lost its power of functioning. Furthermore the removal of the words demonstrates that the meaning of the sentence is not given by the word alone but by the order of the word in the sentence, and this makes a great impression on the child. He sees the same cards first in a chaotic mass and then in an orderly arrangement. What was first a collection of meaningless words has suddenly become the expression of a thought.
From now on the child begins to experience a keen interest in the order of words. The meaning, the only thing the child is after, is no longer hidden in confusion. He begins to enjoy subtle permutations, changes which, without destroying the expression of a thought, obscure its clarity, complicate it, or make it "sound wrong." It is here that the teacher must have at her fingertips the rules governing the position of the various parts of speech. This will give her the necessary "lightness of touch," perhaps even the opportunity of making some brilliant little explanation, some casual observation, which may suddenly develop in the child a profound "grammatical insight." When the child has understood this he will become a deep "strategist" in mobilizing, disposing and moving about these cards which express thought; and if he really succeeds in mastering this secret, he will not be easily satiated with so fascinating an exercise. No one but a child would ever have the patience to study grammar so profoundly and at such length. This subtle work is, after all, not so easy for the teacher. That is why the material must be such as to suggest each step in detail. The teacher should be relieved as much as possible of the labor of preparation and research: for her delicate work of intervention is a task hard enough in itself. In preparing this material we have worked for her: we have acted as the workmen who produce the various objects necessary to life; she has but to "live" and "make live." This will show still more clearly how far from truth is the modern conception of pedagogy which attempts to realize its desire for freedom in the school by saying to the teacher, "Try to respond to the needs of the pupils without being conscious of your authority over them." When we ask a teacher to respond to the needs of the inner life of man, we are asking a great deal of her. She will never be able to accomplish it, unless we have first done something for her by giving her all that is necessary to that end. Here is our material:—
Commands on Nouns
"CALLING"