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{{parBB|part=1 |paragraph=2}} Let us now look at an extension of language 1). The builder's man knows by heart the series of words from one to ten. On being given the order, “Five slabs!”, he goes to where the slabs are kept, says the words from one to five, takes up a plate for each word, & carries them to the builder. Here both the parties use the language by speaking the words. Learning the numerals by heart will be one of the essential features of learning this language. The use of the numerals will again be taught demonstratively. But now the same word, e.g., “three”, will be taught either by pointing to slabs, or to bricks, or to columns, etc. And on the other hand, different numerals, will be taught by pointing to groups of stones of the same shape. | {{parBB|part=1 |paragraph=2}} Let us now look at an extension of language 1). The builder's man knows by heart the series of words from one to ten. On being given the order, “Five slabs!”, he goes to where the slabs are kept, says the words from one to five, takes up a plate for each word, & carries them to the builder. Here both the parties use the language by speaking the words. Learning the numerals by heart will be one of the essential features of learning this language. The use of the numerals will again be taught demonstratively. But now the same word, e.g., “three”, will be taught either by pointing to slabs, or to bricks, or to columns, etc. And on the other hand, different numerals, will be taught by pointing to groups of stones of the same shape. | ||
(Remark: We stressed the importance of learning the series of numerals by heart because there was no feature comparable to this in the learning of language 1). And this shews us that by introducing numerals we have introduced an entirely different | (Remark: We stressed the importance of learning the series of numerals by heart because there was no feature comparable to this in the learning of language 1). And this shews us that by introducing numerals we have introduced an entirely different {{Brown Book Ts reference|Ts-310,5}} kind of instrument into our language. The difference of kind is much more obvious when we contemplate such a simple example than when we look at our ordinary language with innumerable kinds of words all looking more or less alike when they stand in the dictionary. ‒ ‒ | ||
{{Brown Book Ts reference|Ts-310,5}} kind of instrument into our language. The difference of kind is much more obvious when we contemplate such a simple example than when we look at our ordinary language with innumerable kinds of words all looking more or less alike when they stand in the dictionary. ‒ ‒ | |||
What have the demonstrative explanations of the numerals in common with those of the words “slab”, “column”, etc. except a gesture and pronouncing the words? The way such a gesture is used in the two cases is different. This difference is blurred if one says, “In one case we point to a shape, in the other we point to a number”. The difference becomes obvious and clear only when we contemplate a ''complete'' example (i.e., the example of a language completely worked out in detail).) | What have the demonstrative explanations of the numerals in common with those of the words “slab”, “column”, etc. except a gesture and pronouncing the words? The way such a gesture is used in the two cases is different. This difference is blurred if one says, “In one case we point to a shape, in the other we point to a number”. The difference becomes obvious and clear only when we contemplate a ''complete'' example (i.e., the example of a language completely worked out in detail).) | ||