Continuing my researches into the history of methodology, here are some more gems

Continuing my researches into the history of methodology, here are some more gems:“One cannot really begin to learn the grammar of a language until one knows the language itself” (Jespersen, O. 1904. How to teach a foreign language, p.126)  “The old-fashioned disconnected sentences proved to be a failure for many reasons, and one reason was because there was nothing else to do with them but to translate them” (Jespersen op cit. pp. 190-191)  “I believe that to teach successfully we must take into account the social, as well as the psychological, situation of the pupil, remember that we are teaching language to be put to use for social purposes, for the expression, communication and reception of ideas, for establishing and maintaining contacts between people on the emotional as well as the intellectual level” (Billows, L. 1961. The Techniques of Language Teaching. p. x.)  “The teacher must really be himself [sic] and give himself, talking to real people about real things and then training his pupils to talk to one another about real things,” (Billows, op.cit. p. 56)  “The textbook is one—perhaps the most important—of many visual aids. We should never allow it, or any picture or sentence in it, to stand between our pupils and the concrete world… The language must not be allowed to stay imprisoned between the pages of a book…” (Billows, op. cit., p. 71)  “If the grammar of the written language only exists in the written language, the grammar of the spoken language only exists in the spoken language” (Palmer, H. 1921, The Principles of Language Study, p. 150)  “Grammar, like all other sciences, deals with what can be brought under general laws, and relegates all the other phenomena of language to that collection of isolated facts which we call the dictionary. It need hardly be said that there is no absolute line of demarcation between the two.”  (Sweet, H., 1899, 1964. The Practical Study of Languages. p. 73 )  “Conversation in a foreign language may be regarded from two very different points of view: (1) as an end in itself, and (2) as a means of learning the language” (Sweet, op. cit., p. 210)   And, finally, one on "technology":  “Instead of fearing the classroom window as a possible source of distraction, the language teacher may welcome the opportunities it gives for natural and effective use of language related to easily perceived samples of living. The teacher may sometimes spend ten or twenty minutes at the window, talking about what can be seen, and afterwards make a rough representation of the principal features on the blackboard for further discussion” (Billows, op. cit. p. 152)  I mean, who needs an interactive white board?