The Aural System Being the Most Direct, the Straight-Line Method for the Simultaneous Fourfold Mastery of a Foreign Language. — Reading Notes

Critique of the Childlike Method

The author takes issue with the popular idea that foreign languages should be learnt 'as a child learns its mother tongue.' He argues that an adult cannot replicate the circumstances of a child, who spends an estimated 71,600 hours by age fourteen immersed in the language through constant hearing, speaking, and schooling. For the adult learner, time is limited and the context is entirely different. The pamphlet presents this as a fundamental flaw in naturalistic methods, which discard the adult's reason and intelligence. Instead, the author suggests that adults should use their analytical abilities to master a language efficiently, rather than attempting to mimic childhood acquisition.

The Pitfalls of Pure Memorization

The text recounts the story of Mr. Gouin, a student who memorized German grammar in ten days, 1,000 roots in four days, and the entire dictionary in one month—yet still could not understand lectures. The author likens this to overeating: 'strength is derived from food, the more food he swallows the stronger he becomes.' Gouin's failure illustrates that memorizing rules and words without practice leads to mental indigestion. The pamphlet also notes that Gouin's memory was 'in his eye not in his ear,' and a month's interruption erased all he had learned. This serves as a caution against relying solely on visual or theoretical knowledge without auditory and practical reinforcement.

Evidence from Successful Learners

The author cites Professor Blackie, who learned German in five months through a combination of social intercourse, ear training, reading, and writing. Blackie's method included attending lectures, taking regular lessons, and 'spouting' Latin speeches using Italian vowels. The pamphlet also references young Frenchmen in Paris who spoke multiple languages fluently without ever visiting the countries where those languages were spoken. These examples support the author's argument that a balanced approach—integrating theory, practice, and exposure—is more effective than either extreme. The text consistently returns to the idea that 'memory depends upon force of original impression and frequency of repetition,' a principle that underpins the Aural System's design.

Readers approaching this pamphlet should note that it is a polemical work from 1895, not a comprehensive textbook. The author's arguments are grounded in specific case studies and personal observation, but the excerpts do not reveal the full details of the Aural System itself. The text is valuable for its historical perspective on language teaching debates, particularly the tension between grammar-translation and natural methods. Those interested in the evolution of pedagogical theory will find the author's critiques and examples worth considering, even if the system's practical application remains partially obscured.