In his months as a teacher he did not directly teach Hebrew to that many people, but by teaching fully in Hebrew he again made an example. Working as a teacher also put him in a position to influence many other teachers and he convinced many of the efficacy of the Berlitz method and of the practicality of a revival. These were excellent people convince, as they were the ones most able to go out and make a change in Hebrew use, by using Hebrew in their classes.
The use of Hebrew in school caught on rapidly and the status of Hebrew had expanded such that the question was no longer ``is it practical to teach completely in Hebrew?'' but ``which subjects should be in Hebrew?''. Nationalists wanted all subjects to be completely in Hebrew, while conservatives wanted just the Jewish subjects. [1, 55] Over time, more and more places switched to Hebrew only, and in places where Hebrew was used exclusively, young children quickly became fluent. These children very much liked Hebrew as it could often function as a private language. [1, p54]
That the children could consider Hebrew for a while as their own private language may have made it especially popular for them. The ability to converse without the understanding of adults is useful and fun, as is being good at something that your parents are struggling to learn. As it was essential that this next generation make a full switch to Hebrew, these factors were very important. This parent-child imbalance worked both ways, however, as parents would often want to learn more Hebrew once they realized how much their children were learning. And having fluent Hebrew speakers, in the form of children, around to practice with helped the adults learn too.