The Esperanto language should precede the formal study of English, because Esperanto can prepare the mind for it. This follows the teaching principle of beginning with uncomplicated things and progressing to complex ones. As an example, in a 1933 study at Columbia University by Dr. Edward Thorndike it was found that 1 semester of Esperanto followed by 3 semesters of French produced more proficiency in French than did 4 semesters of French. There are many other examples of this sort. Children actualy enjoy learning Esperanto because of the mental exercise of word-building and the potential for penpals in numerous foreign countries.
Lucky ones can attend the annual congress for children, held simultaneously with the adult congress.
This event usually includes children from several native languages, all speaking Esperanto to each other. In view of these facts we recommend that Esperanto become an integral part of Language Arts. Children can gain usable proficiency in less than 200 hours of instruction. Elementary school teachers can begin teaching error-free Esperanto after less than 75 classroom hours of study. They can study in summer credit courses at universities, individually with assistance, or in classes organized in schools.