It would do a great deal of good if we started using the term "advisers" instead of "teachers" for those who try to help people to learn foreign languages. It would emphasize that what learners need is individual attention. It would also remind everyone that the responsibility for learning is basically the student"s. What the students needs is somebody who can do two things: (1) show her or him how to learn a foreign language; (2) answer questions about the language. Those questions must be thought of by the students. (46) If students do not find questions to ask—whole streams of questions—it is a sign that either they are not really interested enough to do the thinking for themselves that is crucial, or they do not know how to. The spirit that language learns need before anything else is curiosity. If they do not have that, they are wasting their time. (47) This means, in turn, that their guides do not need training in linguistic or educational theory, or in pedagogy, or in any techniques of stimulating interest, keeping students entertained. If students need to have their interest stimulated, something is very wrong. (48) One of the main reason for the emphasis on the skills of Leaching is doubtless that teachers are faced with the ridiculous task of finding things to do with groups of students who it is pretended all need exactly the same instruction. What a language guide does need, though, is a thorough and practical knowledge of hoe the language works, a conscious knowledge that she or he can articulate in a way the ordinary native speaker cannot. (49) Students should be able to sense that their guides have a genuine interest in the language, and that they have found out about it by thinking for themselves, not by mere uncritical memorizing of text books or lectures. It is only through such critical awareness and interest the guides can develop the ability to explain any given aspect of the language in varied ways so as to suit the particular needs and modes of thought of any individual student. One of the most misguided principles of modern pedagogy is the "Structures lessons". This is just what should be avoided, even in classes as well as private lessons. A good language guide is completely flexible, and can respond instantaneously at any moment to any need of the students that arises. Those with this capacity never need—never should—spend long hours planning and preparing lessons; but the corollary is that guides need to really "know their stuff". (50) The best place to develop the sort of the ability I have just outlined is "on the job", through an apprenticeship with experienced, sympathetic and encouraging colleagues, in good conditions of work.