# Walking, Speaking, Thinking: Foundations of Child Development

## GA 306 — 16 April 1923, Dornach

### Lecture II

*To begin with* we will try to understand more fully the nature of the growing human being, bearing in mind the later stages in life, in order to draw conclusions about education from our findings.

Knowledge of the human being made possible through anthroposophical research—as outlined briefly yesterday—fundamentally differs from the findings of modern science and other research. The knowledge of the human being produced by our contemporary civilization is based mainly on what remains when the human spirit and part of the human soul are ignored. Such knowledge rests on what can be found, both anatomically and physiologically, when one looks at a corpse. Furthermore, it is supported by investigations into pathological changes, due to illness or other causes, from which conclusions are drawn with regard to the healthy human being. What is gained through this approach then forms the background for the attitude from which judgments are made regarding the living, healthy human being.

The anthroposophical approach begins by looking at the human being as an entity, an organization of body, soul, and spirit. It attempts to comprehend the human being not in an abstract and dead way, but through a living mode of observation that can recognize and comprehend with living concepts the human totality of spirit, soul, and body. This approach enables us to perceive accurately the various metamorphoses that take place during a lifetime. Children are different beings depending on whether they are going through the development between birth and change of teeth, or between the second dentition and puberty—the latter period being the time when they are in the care of the class teacher—or during the stage following puberty. Human beings are completely different creatures depending on which of these three stages they are going through. But the differences are so deeply hidden that they escape a more external form of observation. This external method of observation does not lead to a clear perception and judgment of how body, soul, and spirit are permeated by spirit in entirely different ways during each of the first three periods of life.

It would surely not be proper for teachers to first acquire theoretical knowledge and then to think: What I have learned in theory I will now apply in my teaching in one way or another. With this attitude they would only distance themselves from the child's true being. Teachers need to transform their knowledge of the human being into a kind of higher instinct whereby they can respond properly to whatever comes from each individual child. This is another way that anthroposophical knowledge of the human being differs from the usual kind, and can lead to a routine approach to education at best, but not to a firmly founded pedagogical sense and teaching practice. To achieve this, one's knowledge of human nature must be capable of becoming pedagogical instinct the moment one has to deal with a child, so that in response to all that comes from the child one knows instantly and exactly what must be done in every single case. If I may use a comparison, there are all kinds of theories about what we should eat or drink, but in ordinary life we do not usually follow such theoretical directions. We drink when thirsty and eat when hungry, according to the constitution of the human organism. Eating and drinking follow a certain rhythmical pattern for good reasons, but usually one eats and drinks when hungry or thirsty; life itself sees to that.

Now, knowledge of the human being, which forms the basis of a sound and practical way of teaching, must create in the teachers, every time they face a child, something like the relationship between hunger and eating. The teachers' response to a given pedagogical situation has to become as natural as satisfying a sensation of hunger by eating. This is only possible if knowledge of the human being has permeated flesh and blood as well as soul and spirit, so that you intuitively know what needs to be done every time you face a child. Only if your knowledge of human beings has such inner fullness that it can become instinctive can it lead to the proper kind of practical teaching. It will not happen on the basis of psychological experiments leading to theories about pupils' powers of memory, concentration, and so on. In that case, intellectual ideas are inserted between theory and practice. This presents an unreal situation that externalizes all educational methods and practice. The first thing to be aimed for is a living comprehension of the child in all its pulsing life.

Let's look now at young children as they grow into earthly life. Let our observations be straightforward and simple, and we shall find that there are three things with which they have to come to terms, three activities that become a decisive factor for the entire life to come. These are what are simply called walking, speaking, and thinking.

The German poet Jean Paul—this is the name he gave himself—once said: “The human being learns more for the whole of life during the first three years than he does during his three years at university.”[^1] This is entirely true; it is a fact. For even if academic studies nowadays extend over longer periods of time, their gain for life amounts to less than what is acquired for the whole of life during the time when children are learning how to walk, speak, and think.

What does it actually mean when we say the child is learning to walk, speak, and think? The capacity to walk comprises far more than is generally realized. It is by no means simply a case of the young child—after the stage of crawling—managing to stand up and take the first steps in order to develop what will eventually become an individual and characteristic way of walking. An inner adjustment underlies learning to walk; there is an inner orientation of the young child. The equilibrium of the organism, with all its possibilities for movement, becomes related to the equilibrium and all the possibilities for movement of the whole universe, because the child stands within it. While learning to walk, children are seeking to relate their own equilibrium to that of the entire cosmos.

They are also seeking the specifically human relationship between the activities of arms and hands and those of the lower limbs. The movements of arms and hands have a special affinity to the life of the soul, while those of the legs lag behind, serving more the physical body. This is of immense importance for the whole of later life. The differentiation between the activities of legs and feet and those of arms and hands represents the human quest for balance of soul that is lifelong.

When raising themselves up, young children are first of all seeking physical balance. But when freely moving arms and hands, they are also seeking balance of soul. There is infinitely more than meets the eye hidden behind what is commonly called “learning to walk,” as everyone can find out. The expression “learning to walk” signifies only the most obvious and outwardly important aspect perceptible to our senses. A deeper look at this phenomenon would make one wish to characterize it in the following way. To learn to walk is to learn to experience the principles of statics and dynamics[^2] in one's own inner being and to relate these to the entire universe. Better still, to learn to walk is to meet the forces of statics and dynamics both in body and soul and to relate these experiences to the whole cosmos. This is what learning to walk is all about. But through the fact that the movements of arms and hands have become emancipated from those of the legs and feet, something else has happened. A basis has been created for attaining a purely human development. Thus, the child who is learning to walk adapts itself outwardly to the external, visible world with its own rhythms and beat, as well as inwardly with its entire inner being.

So you see that something very noteworthy is woven into the development of the human being. The activities of the legs, in a certain way, have the effect of producing in the physical and soul life a stronger connection with what is of the nature of beat, of what cuts into life. In the characteristic attunement of the movements of right and left leg, we learn to relate ourselves to what lies below our feet. And then, through the emancipation of the movements of our arms from those of our legs, a new musical and melodious element is introduced into the beat and rhythm provided by the activities of our legs. The content of our lives—or one might say, the themes of our lives—comes to the fore in the movements of our arms. Their activity, in turn, forms the basis for what is being developed when the child is learning to speak. Outwardly, this is already shown through the fact that with most people, the stronger activity of the right arm corresponds to the formation of the left speech organ. From the relationship between the activities of legs and arms, as you can observe them in a freely moving human being, yet another relationship comes into being. It is the relationship that the child gains to the surrounding world through learning to speak.

When you look at how all this is interconnected and belongs together, when you see how in the process of sentence formation the legs are working upwards into speech, and how the content, the meaning of words, enters into the process of sound production—that is, into the inner experience of the structure of the sentences—you have an impression of how the beat-like, rhythmical element of the moving legs works upon the more musical-thematic and inward element of the moving arms and hands. Consequently, if a child walks with firm and even steps, if its walk does not tend to be slovenly, you have the physical basis—which, naturally, is a manifestation of the spirit, as we shall see later—for a good feeling for the structure of both spoken and written sentences. Through the movement of the legs, the child learns to form correct sentences. You will also find that if a child has a slouching gait, it will have difficulties finding the right intervals[^3] between sentences, and that the contours of its sentences become blurred. Likewise, if a child does not learn to move its arms harmoniously, its speech will become rasping and unmelodious. In addition, if you cannot help a child to become sensitive in its fingertips, it will not develop the right sense for modulation in speech.

All this refers to the time when the child learns to walk and talk. But something else can also be detected. You may have noticed that in life the proper timing of certain processes is sometimes disturbed, that certain phases of development make their appearance later than one would expect according to the natural course of development. But in this context you can also see that the proper sequence of events can be safeguarded if children are encouraged to learn to walk first, that is, if one can possibly avoid having children learn to speak before they can walk. Speech has to be developed on the basis of the right kind of walking and of the free movement of the arms. Otherwise, children's speech will not be anchored in their whole being. Instead, they will only babble indistinctly. You may have come across some people whose speech sounded not unlike bleating. In such a case, not enough attention was paid to what I have just tried to characterize.

The third faculty the child must learn on the basis of walking and speaking is thinking, which should gradually become more and more conscious. But this faculty ought to be developed last, for it lies in the child's nature to learn to think only through speaking. In its early stages, speaking is an imitation of the sounds that the child hears. As the sounds are perceived by the child in whom the characteristic relationship between the movements of the legs and arms is deeply rooted, it learns intuitively to make sense of the sounds that it imitates, though without linking any thought to what it has heard. At first, the child only links feelings to the sounds coming toward it. Thinking, which arises later, can develop only out of speech. Therefore, the correct sequence we need to encourage in the growing child is learning to walk, learning to speak, and finally, learning to think.

We must now enter a bit more deeply into these three important processes of development. Thinking, which is—or ought to be—the last faculty developed, always has the quality of mirroring, or reflecting, outer nature and its processes. Moral impulses do not originate in the sphere of thinking, as we all know. They arise in that part of the human being we call the conscience, about which we shall have more to say later on. In any case, human conscience arises in the depths of the soul before penetrating the sphere of thinking. The faculty of thinking, on the other hand, that we acquire in childhood, is attuned only to perceiving the essence of outer nature and its processes. Thus all of the child's first thinking is aimed at creating images of outer nature and its processes.

However, when we turn to learning to speak, we come across quite a different situation. With regard to the development of this faculty, present-day science has been able to make only tentative observations. Orthodox science has achieved quite wonderful results, for instance in its investigations into the animal world. And when it compares its findings with what happens in a human being, it has made many discoveries that deserve our full recognition. But with regard to the comprehension of the processes taking place when a child is learning to speak, contemporary science has remained rather in the dark.

The same applies to animal communication through sound. And here a key question needs to be answered first. In order to speak, the human being uses the larynx and other speech organs. The higher animals also possess these organs, even if in a more primitive form. If we disregard certain animals capable of producing sounds that in some species have developed into a kind of singing, but think instead of animals that emit only very primitive sounds, an obvious question comes to mind (and I raise this question not only from a causal, but also from quite a utilitarian point of view). Why should such animals have a larynx with its neighboring organs, since these are used for speech only by the human being? Though the animal is not capable of using them for speaking, they are there nevertheless, and this even very markedly. Comparative anatomy shows that even in relatively dumb animals—dumb in comparison with the human being—organs of this kind exist.

It is a fact that these organs, at least to a certain extent, have possibilities destined to be realized only by the human being. Though incapable of making use of these organs for speech, the animal nevertheless possesses them. What is the meaning of this? A more advanced physiology will come to discover that the animal forms of the various species depend, in each case, upon the animal's larynx and its neighboring organs. If, for instance, a certain animal grows into a lion, the underlying causes have to be looked for in its upper chest organs. From there, forces are radiating out that create the form of a lion. If an animal grows into a cow, the cause of this particular form is to be found in what becomes the speech organ in the human being. From these organs, the forces creating the animal forms radiate. One day this will have to be studied in detail in order to learn how to approach morphology more realistically. Then one will find out how to correctly study animal forms, how to grasp the nature of the upper chest organs and the way these pass over into the organs of the mouth. For it is from this region that forces radiate creating the entire animal form.

Human beings form these organs into speech organs on the basis of their upright walk and freely moving arms. They take in what works through sound and speech from their surroundings—if we are dealing with present times. And what is it they absorb in this way? Think of how the potential to give form to the entire human organism lies in these organs. This means that if, for instance, a child hears an angry or passionate voice, if it is surrounded by loud and ill-tempered shouting, it will absorb something the animal keeps out. The animal lets itself be shaped only by the larynx and its neighboring organs, but members of the human species allow vehement or passionate voices to enter their inner being. These sounds flow into the human form, right into the structure of the most delicate tissues. If children hear only gentle speech in their surroundings, this too flows right into the structure of their finest tissues. It flows into their very formation, and especially so into the more refined parts of their organization. The coarser parts are able to withstand these influences, as in the case of the animal. But whatever is taken in through speech flows into the finer parts of the child's organization. This is how the differing organizations of the various nations come about. They all flow out of the language spoken. The human being is an imprint of language. You will therefore be able to appreciate what it means that in the course of human evolution so many people have learned to speak several languages. It has had the effect of making such people more universal. These things are of immense importance for the development of humankind.

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[^1]: Jean Paul (Friedrich Richter) (1763–1825) German poet.

[^2]: The terms *statics* and *dynamics*, the principles of rest or equilibrium and of movement, are used by Steiner in various ways in this and the following lectures. These polar forces, active in the young child, work in full coordination in walking, while the body's weight is being transferred from one leg to the other. The way that a child gradually learns to control these forces is not only highly individual, but is significant for the child's entire life.—Translator.

[^3]: The German word *Intervall* refers to differences in pitch only, and not to a break in the flow of time.—Translator.