The result of grammar study is that the language house thus built of batches of grammar bricks has no shape or form, and, most egregiously, is not related to sound, which is what language is. How sad that years of training are given to build a house that doesn’t function or even look like a house. What is created in grammar based language training systems would be condemned by any city inspector.
But when the bricks are presented unconsciously from the beginning of the program of study as integrated and contiguous pieces of the overall house, as the laser pointer of the mind points to each brick countless times in countless arrangements of words (we call that reading), then the student enjoys inhaling the language without even being consciously aware of it.
The students are happy because they can actually see the image of the house that is being built, the language, each day. How pathetic that old timey grammar teachers think that languages can be learned by showing the kids arrangements of a few bricks at a time over a long period of time without ever really showing the kids what the house looks like. Only the so-called “bright” kids, who need the “A” and thus put up with this tedious staring at bricks and how they are arranged, are left in classrooms at the end of their high school careers.