Language IN Childhood
Graphic language, comprising dictation and reading, contains articulate language in its complete mechanism (auditory channels, central channels, motor channels), and, in the manner of development called forth by my method, is based essentially on articulate language.
Graphic language, therefore, may be considered from two points of view:
(a) That of the conquest of a new language of eminent social importance which adds itself to the articulate language of natural man; and this is the cultural significance which is commonly given to graphic language, which is therefore taught in the schools without any consideration of its relation to spoken language, but solely with the intention of offering to the social being a necessary instrument in his relations with his fellows.
(b) That of the relation between graphic and articulate language and, in this relation, of an eventual possibility of utilising the written language to perfect the spoken: a new consideration upon which I wish to insist and which gives to graphic language a physiological importance.
Moreover, as spoken language is at the same time a natural function of man and an instrument which he utilises for social ends, so written language may be considered in itself, in its formation, as an organic ensemble