Charlotte Mason had children singing French songs in her schools. Volume 3 Appendix II
We need to start singing French songs!
I found this beautiful CD we must have...
French should be acquired as English is, not as a grammar, but as a living speech. To train the ear to distinguish and the lips to produce the French vocables is a valuable part of the education of the senses, and one which can hardly be undertaken too soon. Again, all educated persons should be able to speak French.
vol. 1 pg 300
How does the Child learn?––Whatever may be said of M. Gouin's methods, the steps by which he arrives at them are undoubtedly scientific. He learns from a child:
"Unhappily the child has remained up to the present a hackneyed riddle, which we have never taken sufficient trouble to decipher or examine...."
The little child, which at the age of two years utters nothing but meaningless exclamations, at the age of three finds itself in possession of a complete language. How does it accomplish this? Does this miracle admit of explanation or not? Is it a problem of which there is a possiblity of finding the unknown quantity? . . . The organ of language––ask the little child––is not the eye: it is the ear. The eye is made for colours, and not for sounds and words . . . This tension, continuous and contrary to nature, of the organ of sight, the forced precipitancy of the visual act, produced what it was bound to produce, a disease of the eyesight."
This refers to M. Gouin's herculean labours in the attempt to learn German. He knew everybody's 'Method,' learned the whole dictionary through, and found at the end that he did not know one word of German 'as she is spoke.'
He returned to France, after a ten months' absence, and found that his little nephew––whom he had left a child of two and a half, not yet able to talk––had in the interval done what his uncle had signally failed to do. "'What!' I thought; 'this child and I have been working for the same time, each at a language. He, playing round his mother, running after flowers, butterflies and birds, without weariness, without apparent effort, without even being conscious of his work, is able to say all he thinks, express all he sees, understand all he hears; and when he began his work, his intelligence was yet a futurity, a glimmer, a hope. And I, versed in the sciences, versed in philosophy, armed with a powerful will, gifted with a powerful memory . . . have arrived at nothing, or at practically nothing!'"
vol 1 pg 305
"The linguistic science of the college has deceived me, has misguided me. The classical method, with its grammar, its dictionary, and its translations, is a delusion." "To surprise Nature's secret, I must watch this child."
vol 1 pg 306
2 cups self-rising flour
