Lecture IV

With the whole-word method one gains only the physical aspect. With the phonetic method one approaches the soul realm. And—no matter how absurd this may sound—with the spelling method one actually enters the realm of the soul. Today this last method is, of course, seen as a form of idiocy; without a doubt, however, it is more closely related to the soul than the other methods. It must not be applied directly, but needs to be introduced with a certain pedagogical skill and artistry that avoids an overly one-sided exercise in conventional pronunciation of the letters. Instead, the child will gain some experience of how letters came about, and this is something that can live within the formative forces, something real for the child. This is the core of the matter. And if young pupils have been taught in this way they will be able to read in due time—perhaps a few months after the ninth year. It doesn't really matter if they cannot read earlier, because they have learned it naturally and in a wholesome way. Depending on the various children's responses, this stage may occur a little earlier or later.