That seems to be opposite the view of Dorothy Sayers (http://www.gbt.org/text/sayers.html
) and the "Classical Education" movement. Rather, they say that young children, before they reach the stage where they would be interested in formal logic, find memorization enjoyable and easy, and during this stage, all the paradigms should be memorized.
Iterum Salve, ioel!
I have been thinking about what you wrote, and I have to say that I misunderstood your argument, partly because I didn't read through the link you posted. Having done so, I must admit that you (and Dorothy Sayers) are right: rote memorization is useful. I don't know why I forgot, but the Dowling Method, which is recommended before reading Lingua Latina, is just memorization of the paradigms and it does not conflict with the language learning process. So yeah, I incurred in a fallacy.
The traditional translation-grammar approach to learning Latin, on the other hand, should be wholly abandoned in the first stages, or be kept there but only for the sake of those who do not wish to speak and write fluently in the language later on. I understand that the reasoning behind this method has its charm: first you struggle with the formalities and complex structure of the language, and then, after many years of memorizing the rational explanations for that structure, when you begin to read actual texts, all that effort will pay off, everything will come into place, and you'll get to savor the meat of Latin literature. Now, this is true of other subjects, but not of language acquisition. Don't ask me why this is, I'm no psychologist, but that's the reality. Notice, however, that I said that the traditional method should be abandoned only in the first stages and not completely. Why? Well, it's only natural for school children and adults to seek the rational explanation of what they learn, because their reasoning skills are much more developed than when they were infants and learned everything through induction. So we must strike a balance between the purely grammatical approach and the purely inductive (or immersive). Lingua Latina, IMO, strikes that balance quite beautifully. The very first thing you do following this course is reading, i.e., learning by induction, and then at the end of each chapter, a sprinkling of grammar (although not translation, which shouldn't even be taught as part of the subject) to aleviate the inquisitive mind. One thing only will remain, I think, in the process of learning a language, whether it be in the first years of infancy or at the age when reason dominates, and that is: memorization.
Did what I just wrote make any sense? I don't know, I'm rambling...
Lisa: Relax?! I can't relax! Nor can I yield, relent, or... Only two synonyms? Oh my God! I'm losing my perspicacity! Aaaaa!
Homer: Well it's always in the last place you look.