In fact, the correct _repeating_ of a sound heard, of a syllable, and,
finally, of a word pronounced by another person, is the surest proof of
the establishment and practicability of the entire impressive, central,
and expressive path. It, however, proves nothing as to the
_understanding_ of the sound or word heard and faultlessly repeated.
As the term "understanding" or "understand" is ambiguous, in so far
as it may relate to the ideal content (the meaning), and at the same
time to the mere perception of the word spoken (or written or
touched)--e. g., when any one speaks indistinctly so that we do not
"understand" him--it is advisable to restrict the use of this
expression. _Understand_ shall in future apply only to the _meaning_
of the word; _hear_--since it is simply the perceiving of a word
through the hearing that we have in view--will relate to the sensuous
impression. It is clear, then, that all children who can hear but can
not yet speak, repeat many words without understanding them, and
understand many words without being able to repeat them, as Kussmaul
has already observed. But I must add that the repeating of what is
not understood begins only after some word (even one that can not be
repeated) has been understood.
Now it is certain that the majority, if not all, of the children
that have good hearing develop the understanding more at first,
since the impressive side is practiced more and sooner than the
expressive-articulatory.
Pages:
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133