ner adopted by adults in pronouncing father, mother, food, drink, etc., is difficult to be pronounced by infants’ tongues, just becoming loose.
3. As soon, however, as their tongues begin to be more supple, it is hurtful to indulge them in this practice, which may thus lead them to speaking lispingly; and if this practice be allowed, when children come to learn longer words, and at length to speak, they will be required to unlearn what they had before learned incorrectly. Why should not the mother, sister, or attendant, when amusing children, freely open the mouths and teach them to pronounce letters and syllables properly, distinctly, articulately, or even entire words, beginning always with the shorter? This will be sufficient grammar for the second year, which exercise may be continued all along to the third year, but because of the dullness of some children moderation is occasionally necessary.
4. In the fourth, fifth, and sixth years, the language will increase with increase in the knowledge of things,[1] provided exercise is not omitted, so that they may be accustomed to name whatever they see at home, or whatever they are employed in. They should often be asked, What is this? What are you about? What is this called? always taking care that they pronounce the answers distinctly; in this respect no further instruction is necessary, unless to please them by intermingling some playfulness; for example, who can pronounce better and quicker than the others any such long words as Taratantara, Constantinopolitan, etc.
5. The principles of rhetoric arise in the first year, and indeed in a great measure intuitively by gestures; for as
- ↑ Comenius had the correct notion that ideas of things must precede words; and accordingly he provides extended nature studies to precede the word-learning period.
