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<span id="part-i">'''Part I'''</span> | <span id="part-i">'''Part I'''</span> | ||
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{{BBB TS reference|Ts-310,1}} Augustine, in describing his learning of language, says that he was taught to speak by learning the names of things. It is clear that whoever says this has in mind the way in which a child learns such words as “man”, “sugar”, “table”, etc. He does not primarily think of such words as “today”, “not”, “but”, “perhaps”. | {{BBB TS reference|Ts-310,1}} Augustine, in describing his learning of language, says that he was taught to speak by learning the names of things. It is clear that whoever says this has in mind the way in which a child learns such words as “man”, “sugar”, “table”, etc. He does not primarily think of such words as “today”, “not”, “but”, “perhaps”. | ||
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{{parBB|7}} B has a table in which written signs are placed opposite to pictures of objects (say, a table, a chair, a tea-cup, etc.). A writes one of the signs, B looks for it in the table, looks or points with his finger from the written sign to the picture opposite, & fetches the object which the picture represents. | {{parBB|7}} B has a table in which written signs are placed opposite to pictures of objects (say, a table, a chair, a tea-cup, etc.). A writes one of the signs, B looks for it in the table, looks or points with his finger from the written sign to the picture opposite, & fetches the object which the picture represents. | ||
Let us now look at the different kinds of signs which we have introduced. First let us distinguish between sentences and words. A sentence I will call every complete sign in a language-game, its constituent signs are words. (This is merely a rough and general remark about the way I will use the words “proposition” and “word”). A proposition may consist of only one word. In 1) the signs “brick!”, “column!” are the sentences. In 2) a sentence consists of two words. According | Let us now look at the different kinds of signs which we have introduced. First let us distinguish between sentences and words. A sentence I will call every complete sign in a language-game, its constituent signs are words. (This is merely a rough and general remark about the way I will use the words “proposition” and “word”). A proposition may consist of only one word. In 1) the signs “brick!”, “column!” are the sentences. In 2) a sentence consists of two words. According {{BBB TS reference|Ts-310,10}} to the role which propositions play in a language-game, we distinguish between orders, questions, explanations, descriptions, & so on. | ||
{{BBB TS reference|Ts-310,10 | |||
to the role which propositions play in a language-game, we distinguish between orders, questions, explanations, descriptions, & so on. | |||
{{parBB|8}} If in a language-game similar to 1) A calls out an order: “slab, column, brick!” which is obeyed by B by bringing a slab, a column & a brick, we might here talk of three propositions, or of one only. If on the other hand, | {{parBB|8}} If in a language-game similar to 1) A calls out an order: “slab, column, brick!” which is obeyed by B by bringing a slab, a column & a brick, we might here talk of three propositions, or of one only. If on the other hand, | ||
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In 1) B learnt to bring a building stone on hearing the word “column!” called out. We could imagine what happened in such a case to be this: In B's mind the word called out brought up an image of a column, say; the training had, as we should say, established this association. B takes up that building stone which conforms to his image. ‒ ‒ But was this necessarily what happened? If the training could bring it about that the idea or image – – automatically – – arose in B's mind, why shouldn't it bring about B's actions without the intervention of an image? | In 1) B learnt to bring a building stone on hearing the word “column!” called out. We could imagine what happened in such a case to be this: In B's mind the word called out brought up an image of a column, say; the training had, as we should say, established this association. B takes up that building stone which conforms to his image. ‒ ‒ But was this necessarily what happened? If the training could bring it about that the idea or image – – automatically – – arose in B's mind, why shouldn't it bring about B's actions without the intervention of an image? | ||
{{BBB TS reference|Ts-310,20 | {{BBB TS reference|Ts-310,20}} | ||
This would only come to a slight variation of the associative mechanism. Bear in mind that the image which is brought up by the word is not arrived at by a rational process (but if it is, this only pushes our argument further back), but that this case is strictly comparable with that of a mechanism in which a button is pressed and an indicator plate appears. In fact this sort of mechanism can be used instead of that of association. | This would only come to a slight variation of the associative mechanism. Bear in mind that the image which is brought up by the word is not arrived at by a rational process (but if it is, this only pushes our argument further back), but that this case is strictly comparable with that of a mechanism in which a button is pressed and an indicator plate appears. In fact this sort of mechanism can be used instead of that of association. | ||
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The table 33) we should call a rule (or else “the expression of a rule”. Why I give these synonymous expressions will appear later.) We shan't be inclined to call the sentence “a a c a d d d” itself a rule. It is of course the description of the way B has to take. On the other hand, such a description would under certain circumstances be called a rule, e.g., in the following case: | The table 33) we should call a rule (or else “the expression of a rule”. Why I give these synonymous expressions will appear later.) We shan't be inclined to call the sentence “a a c a d d d” itself a rule. It is of course the description of the way B has to take. On the other hand, such a description would under certain circumstances be called a rule, e.g., in the following case: | ||
{{BBB TS reference|Ts-310,30 | {{BBB TS reference|Ts-310,30}} | ||
{{parBB|34}} B is to draw various ornamental linear designs. Each design is a repetition of one element which A gives him. Thus if A gives the order “c a d a”, B draws a line thus: | {{parBB|34}} B is to draw various ornamental linear designs. Each design is a repetition of one element which A gives him. Thus if A gives the order “c a d a”, B draws a line thus: | ||
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{{parBB|48}} The men of a tribe are subjected to a kind of medical examination before going into war. The examiner puts the men through a set of standardised tests. He lets them lift certain weights, swing their arms, skip, etc. The examiner then gives his verdict in the form “So-and-so can throw a spear” or “can throw a boomerang” or “is fit to pursue the enemy”, etc. There are no special expressions in the language of this tribe for the activities performed in the tests; but these are referred to only as the tests for certain activities in warfare. | {{parBB|48}} The men of a tribe are subjected to a kind of medical examination before going into war. The examiner puts the men through a set of standardised tests. He lets them lift certain weights, swing their arms, skip, etc. The examiner then gives his verdict in the form “So-and-so can throw a spear” or “can throw a boomerang” or “is fit to pursue the enemy”, etc. There are no special expressions in the language of this tribe for the activities performed in the tests; but these are referred to only as the tests for certain activities in warfare. | ||
It is an important remark concerning this example and others which we give that one may object to the description which we give of the language of a tribe, that in the specimens we give of their language we let them speak English, thereby already presupposing the whole background of the English language, that is, our usual meanings of the words. Thus if I say that in a certain language there is no special verb for “skipping”, but that this language uses instead the form “making | It is an important remark concerning this example and others which we give that one may object to the description which we give of the language of a tribe, that in the specimens we give of their language we let them speak English, thereby already presupposing the whole background of the English language, that is, our usual meanings of the words. Thus if I say that in a certain language there is no special verb for “skipping”, but that this language uses instead the form “making {{BBB TS reference|Ts-310,40}} the test for throwing the boomerang”, one may ask how I have characterized the use of the expressions, “make a test for” & “throwing the boomerang”, to be justified in substituting these English expressions for whatever their actual words may be. To this we must answer that we have only given a very sketchy description of the practices of our fictitious languages, in some cases only hints, but that one can easily make these descriptions more complete. Thus in 48) I could have said that the examiner uses orders for making the men go through the tests. These orders all begin with one particular expression which I could translate into the English words, “Go through the test”. And this expression is followed by one which in actual warfare is used for certain actions. Thus there is a command upon which men throw their boomerangs and which therefore I should translate into, “Throw the boomerangs”. Further, if a man gives an account of the battle to his chief, he again uses the expression I have translated into “Throw a boomerang”, this time in a description. Now what characterizes an order as such or a description as such or a question as such, etc., is – – as we have said – – the role which the utterance of these signs plays in the whole practice of the language. That is to say, whether a word of the language of our tribe is rightly translated into a word of the English language depends upon the role this word plays in the whole life of the tribe; the occasions on which it is used, the expressions of emotions by which it is generally accompanied, the ideas which it generally awakens or which prompt its saying, etc. etc. As an exercise ask yourself: in which | ||
{{BBB TS reference|Ts-310,40 | |||
the test for throwing the boomerang”, one may ask how I have characterized the use of the expressions, “make a test for” & “throwing the boomerang”, to be justified in substituting these English expressions for whatever their actual words may be. To this we must answer that we have only given a very sketchy description of the practices of our fictitious languages, in some cases only hints, but that one can easily make these descriptions more complete. Thus in 48) I could have said that the examiner uses orders for making the men go through the tests. These orders all begin with one particular expression which I could translate into the English words, “Go through the test”. And this expression is followed by one which in actual warfare is used for certain actions. Thus there is a command upon which men throw their boomerangs and which therefore I should translate into, “Throw the boomerangs”. Further, if a man gives an account of the battle to his chief, he again uses the expression I have translated into “Throw a boomerang”, this time in a description. Now what characterizes an order as such or a description as such or a question as such, etc., is – – as we have said – – the role which the utterance of these signs plays in the whole practice of the language. That is to say, whether a word of the language of our tribe is rightly translated into a word of the English language depends upon the role this word plays in the whole life of the tribe; the occasions on which it is used, the expressions of emotions by which it is generally accompanied, the ideas which it generally awakens or which prompt its saying, etc. etc. As an exercise ask yourself: in which | |||
{{BBB TS reference|Ts-310,41}} cases would you say that a certain word uttered by the people of the tribe was a greeting? In which cases should we say it corresponded to our “Goodbye”, in which to our “Hello”? In which cases would you say that a word of a foreign language corresponded to our “perhaps”? – – to our expressions of doubt, trust, certainty? You will find that the justifications for calling something an expression of doubt, conviction, etc. largely, though of course not wholly, consist in descriptions of gestures, the play of facial expressions, and even the tone of voice. Remember at this point that the personal experiences of an emotion must in part be strictly localized experiences; for if I frown in anger I feel the muscular tension of the frown in my forehead, & if I weep, the sensations around my eyes are obviously part, and an important part, of what I feel. This is, I think, what William James meant when he said that a man doesn't cry because he is sad but that he is sad because he cries. The reason why this point is often not understood is that we think of the utterance of an emotion as though it were some artificial device to let others know that we have it. Now there is no sharp line between such “artificial devices” and what one might call the natural expressions of emotion. Cf. in this respect: a) weeping, b) raising one's voice when one is angry, c) writing an angry letter, d) ringing the bell for a servant you wish to scold. | {{BBB TS reference|Ts-310,41}} cases would you say that a certain word uttered by the people of the tribe was a greeting? In which cases should we say it corresponded to our “Goodbye”, in which to our “Hello”? In which cases would you say that a word of a foreign language corresponded to our “perhaps”? – – to our expressions of doubt, trust, certainty? You will find that the justifications for calling something an expression of doubt, conviction, etc. largely, though of course not wholly, consist in descriptions of gestures, the play of facial expressions, and even the tone of voice. Remember at this point that the personal experiences of an emotion must in part be strictly localized experiences; for if I frown in anger I feel the muscular tension of the frown in my forehead, & if I weep, the sensations around my eyes are obviously part, and an important part, of what I feel. This is, I think, what William James meant when he said that a man doesn't cry because he is sad but that he is sad because he cries. The reason why this point is often not understood is that we think of the utterance of an emotion as though it were some artificial device to let others know that we have it. Now there is no sharp line between such “artificial devices” and what one might call the natural expressions of emotion. Cf. in this respect: a) weeping, b) raising one's voice when one is angry, c) writing an angry letter, d) ringing the bell for a servant you wish to scold. | ||
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{{BBB TS reference|Ts-310,49}} comes towards me”; we refer to the log as to “something”, but also to the log's coming towards me. | {{BBB TS reference|Ts-310,49}} comes towards me”; we refer to the log as to “something”, but also to the log's coming towards me. | ||
Thus it can come about that we aren't able to rid ourselves of the implications of our symbolism, which seems to admit of a question like, “where does the flame of a candle go to when it's blown out?”, “Where does the light go to?”, “Where does the past go to?”. We have become obsessed with our symbolism. We may say that we are led into puzzlement by an analogy which irresistibly drags us on. ‒ ‒ And this also happens when the meaning of the word “now” appears to us in a mysterious light. In our example 55) it appears that the function of “now” is in no way comparable to the function of an expression like “five o'clock”, “midday”, “the time when the sun sets”, etc. This latter group of expressions I might call “specifications || “determinations of times”. But our ordinary language uses the word “now” and determinations of time in similar contexts. Thus we say “The sun sets now”. || “The sun sets at six o' clock”. We are inclined to say that both “now” and “six o'clock” “refer to points of time”. This use of words produces a puzzlement which one might express in the question, “What is the ‘now’? – – for it is a moment of time and yet it can't be said to be either the ‘moment at which I speak’ or the ‘moment at which the clock strikes’ etc., etc.”‒ ‒ Our answer is: The function of the word “now” is entirely different from that of a specification of time. ‒ ‒ This can easily be seen if we look at the role this word really plays in our usage of language, but it is obscured when instead of looking at the whole language-game, we only look at the contexts, the phrases | Thus it can come about that we aren't able to rid ourselves of the implications of our symbolism, which seems to admit of a question like, “where does the flame of a candle go to when it's blown out?”, “Where does the light go to?”, “Where does the past go to?”. We have become obsessed with our symbolism. We may say that we are led into puzzlement by an analogy which irresistibly drags us on. ‒ ‒ And this also happens when the meaning of the word “now” appears to us in a mysterious light. In our example 55) it appears that the function of “now” is in no way comparable to the function of an expression like “five o'clock”, “midday”, “the time when the sun sets”, etc. This latter group of expressions I might call “specifications || “determinations of times”. But our ordinary language uses the word “now” and determinations of time in similar contexts. Thus we say “The sun sets now”. || “The sun sets at six o' clock”. We are inclined to say that both “now” and “six o'clock” “refer to points of time”. This use of words produces a puzzlement which one might express in the question, “What is the ‘now’? – – for it is a moment of time and yet it can't be said to be either the ‘moment at which I speak’ or the ‘moment at which the clock strikes’ etc., etc.”‒ ‒ Our answer is: The function of the word “now” is entirely different from that of a specification of time. ‒ ‒ This can easily be seen if we look at the role this word really plays in our usage of language, but it is obscured when instead of looking at the whole language-game, we only look at the contexts, the phrases {{BBB TS reference|Ts-310,50}} of language in which the word is used. (The word “today” is not a date, but it isn't anything like it either. It doesn't differ from a date as a hammer differs from a mallet, but as a hammer differs from a nail; and surely we may say there is both a connection between a hammer and a mallet and between a hammer and a nail.) | ||
{{BBB TS reference|Ts-310,50 | |||
of language in which the word is used. (The word “today” is not a date, but it isn't anything like it either. It doesn't differ from a date as a hammer differs from a mallet, but as a hammer differs from a nail; and surely we may say there is both a connection between a hammer and a mallet and between a hammer and a nail.) | |||
One has been tempted to say that “now” is the name of an instant of time, and this, of course, would be like saying that “here” is the name of a place, “this” the name of a thing, and “I” the name of a man. (One could of course also have said “a year ago” was the name of a time, “over there” the name of a place, and “you” the name of a person.) But nothing is more unlike than the use of the word “this” and the use of a proper name, – – I mean the games played with these words, not the phrases in which they are used. For we do say, “This is short” and “Jack is short”; but remember that “This is short” without the pointing gesture and without the thing we are pointing to would be meaningless. ‒ ‒ What can be compared with a name is not the word “this” but, if you like, the symbol consisting of this word, the gesture, and the sample. We might say: Nothing is more characteristic of a proper name A than that we can use it in such a phrase as, “This is A”; & it makes no sense to say, “This is this” or “Now is now” or “Here is here”. | One has been tempted to say that “now” is the name of an instant of time, and this, of course, would be like saying that “here” is the name of a place, “this” the name of a thing, and “I” the name of a man. (One could of course also have said “a year ago” was the name of a time, “over there” the name of a place, and “you” the name of a person.) But nothing is more unlike than the use of the word “this” and the use of a proper name, – – I mean the games played with these words, not the phrases in which they are used. For we do say, “This is short” and “Jack is short”; but remember that “This is short” without the pointing gesture and without the thing we are pointing to would be meaningless. ‒ ‒ What can be compared with a name is not the word “this” but, if you like, the symbol consisting of this word, the gesture, and the sample. We might say: Nothing is more characteristic of a proper name A than that we can use it in such a phrase as, “This is A”; & it makes no sense to say, “This is this” or “Now is now” or “Here is here”. | ||
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On the other hand we should under certain circumstances be ready to substitute “B knows the formula”, “B has said the formula” for “B can continue the series”. As when we ask a doctor, “Can the patient walk?”, we shall sometimes be ready to substitute for this, “Is his leg healed?” – – “Can he speak?” under certain circumstances means, “Is his throat all right?”, under others (e.g. if he is a small child) it means, “Has he learned to speak?” ‒ ‒ To the question, “Can the patient walk?”, the doctor's answer may be, “His leg is all right”. ‒ ‒ We use the phrase, “He can walk, as far as the state of his leg is concerned”, especially when we wish to oppose this condition for his walking to some other condition, say the state of his spine. Here we must beware of thinking that there is in the nature of the case something which we might call a || the complete set of conditions, e.g. for his walking; so that the patient, as it were, must walk || can't help walking if all these conditions are fulfilled. | On the other hand we should under certain circumstances be ready to substitute “B knows the formula”, “B has said the formula” for “B can continue the series”. As when we ask a doctor, “Can the patient walk?”, we shall sometimes be ready to substitute for this, “Is his leg healed?” – – “Can he speak?” under certain circumstances means, “Is his throat all right?”, under others (e.g. if he is a small child) it means, “Has he learned to speak?” ‒ ‒ To the question, “Can the patient walk?”, the doctor's answer may be, “His leg is all right”. ‒ ‒ We use the phrase, “He can walk, as far as the state of his leg is concerned”, especially when we wish to oppose this condition for his walking to some other condition, say the state of his spine. Here we must beware of thinking that there is in the nature of the case something which we might call a || the complete set of conditions, e.g. for his walking; so that the patient, as it were, must walk || can't help walking if all these conditions are fulfilled. | ||
We can say: The expression, “B can continue the series”, is used under different circumstances to make different distinctions. Thus it may distinguish a) between the case when a man knows the formula and the case when he doesn't; or b) between the case when a man knows the formula and hasn't forgotten how to write the numerals of the decimal system, and the case when he knows the formula and has forgotten how to write the numerals; or c) (as perhaps in 64)) between the case when a man is feeling | We can say: The expression, “B can continue the series”, is used under different circumstances to make different distinctions. Thus it may distinguish a) between the case when a man knows the formula and the case when he doesn't; or b) between the case when a man knows the formula and hasn't forgotten how to write the numerals of the decimal system, and the case when he knows the formula and has forgotten how to write the numerals; or c) (as perhaps in 64)) between the case when a man is feeling {{BBB TS reference|Ts-310,60}} his normal self and the case when he is still in a condition of shell shock; or d) between the case of a man who has done this kind of exercise before and the case of a man who is new at it. These are only a few of a large family of cases. | ||
{{BBB TS reference|Ts-310,60 | |||
his normal self and the case when he is still in a condition of shell shock; or d) between the case of a man who has done this kind of exercise before and the case of a man who is new at it. These are only a few of a large family of cases. | |||
The question whether “He can continue … ” means the same as “He knows the formula” can be answered in several different ways: We can say, “They don't mean the same, i.e., they are not in general used as synonyms as, e.g., the phrases, ‘I am well’ and ‘I am in good health’”; or we may say, “Under certain circumstances” ‘He can continue … ’ means he knows the formula”. Imagine the case of a language (somewhat analogous to 49)) in which two forms of expression, two different sentences, are used to say that a person's legs are in working order. The one form of expression is exclusively used under circumstances when preparations are going on for an expedition, a walking tour, or the like; the other is used in cases when there is no question of such preparations. We shall here be doubtful whether to say the two sentences have the same meaning or different meanings. In any case the true state of affairs can only be seen when we look into the detail of the usage of our expressions. ‒ ‒ And it is clear that if in our present case we should decide on saying || to say that the two expressions have different meanings, we shall certainly not be able to say that the difference is that the fact which makes the second sentence true is a different one from the fact which makes the first sentence true. | The question whether “He can continue … ” means the same as “He knows the formula” can be answered in several different ways: We can say, “They don't mean the same, i.e., they are not in general used as synonyms as, e.g., the phrases, ‘I am well’ and ‘I am in good health’”; or we may say, “Under certain circumstances” ‘He can continue … ’ means he knows the formula”. Imagine the case of a language (somewhat analogous to 49)) in which two forms of expression, two different sentences, are used to say that a person's legs are in working order. The one form of expression is exclusively used under circumstances when preparations are going on for an expedition, a walking tour, or the like; the other is used in cases when there is no question of such preparations. We shall here be doubtful whether to say the two sentences have the same meaning or different meanings. In any case the true state of affairs can only be seen when we look into the detail of the usage of our expressions. ‒ ‒ And it is clear that if in our present case we should decide on saying || to say that the two expressions have different meanings, we shall certainly not be able to say that the difference is that the fact which makes the second sentence true is a different one from the fact which makes the first sentence true. | ||
We are justified in saying that the sentence, “He can | We are justified in saying that the sentence, “He can {{BBB TS reference|Ts-310,61}} continue … ” has a different meaning from that, “He knows the formula”. But we mustn't imagine that we can find a particular state of affairs “which the first sentence refers to”, as it were on || in a plane above that on || in which the special occurrences (like knowing the formula, imagining certain further terms, etc.) take place. | ||
{{BBB TS reference|Ts-310,61}} continue … ” has a different meaning from that, “He knows the formula”. But we mustn't imagine that we can find a particular state of affairs “which the first sentence refers to”, as it were on || in a plane above that on || in which the special occurrences (like knowing the formula, imagining certain further terms, etc.) take place. | |||
Let us ask the following question: Suppose that, on one ground or another, B has said, “I can continue the series”, but on being asked to continue it he had shown himself unable to do so, – – should we say that this proved that his statement, that he could continue, was wrong, or should we say that he was able to continue when he said he was? Would B himself say, “I see I was wrong”, or “What I said was true, I could do it then but I can't now”? ‒ ‒ There are cases in which he would correctly say the one and cases in which he would correctly say the other. Suppose a) when he said he could continue he saw the formula before his mind, but when he was asked to continue he found he had forgotten it; – – or, b) when he said he could continue he had said to himself the next five terms of the series, but now finds that they don't come into his mind; – – or c) before, he had continued the series calculating five more places, now he still remembers these five numbers but has forgotten how he had calculated them; – – or d) he says, “Then I felt I could continue, now I can't”; – – or e), “When I said I could lift the weight my arm didn't hurt, now it does”; etc. | Let us ask the following question: Suppose that, on one ground or another, B has said, “I can continue the series”, but on being asked to continue it he had shown himself unable to do so, – – should we say that this proved that his statement, that he could continue, was wrong, or should we say that he was able to continue when he said he was? Would B himself say, “I see I was wrong”, or “What I said was true, I could do it then but I can't now”? ‒ ‒ There are cases in which he would correctly say the one and cases in which he would correctly say the other. Suppose a) when he said he could continue he saw the formula before his mind, but when he was asked to continue he found he had forgotten it; – – or, b) when he said he could continue he had said to himself the next five terms of the series, but now finds that they don't come into his mind; – – or c) before, he had continued the series calculating five more places, now he still remembers these five numbers but has forgotten how he had calculated them; – – or d) he says, “Then I felt I could continue, now I can't”; – – or e), “When I said I could lift the weight my arm didn't hurt, now it does”; etc. | ||
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{{parBB|67}} Imagine that human beings or animals were used as reading machines, assume that in order to become reading machines they need a particular training. The man who trains them says of some of them that they already can read, of others that they can't. Take a case of one who has so far not responded to the training. If you put before him a printed word he will sometimes make sounds, and every now and then it happens “accidentally” that these sounds more or less agree with || correspond to the printed word. A third person hears the pupil || creature under training uttering the right sound on looking at the word “table”. The third person says, “He reads”, but the teacher answers, “No, he doesn't, it is mere accident”. But supposing now that the pupil on being shown other words and sentences goes on reading them correctly. After a time the teacher says, “Now he can read”. ‒ ‒ But what about the first word “table”? Should the teacher say, “I was wrong; he read that, too”, or should he say, “No, he only started reading later”? When did he really begin to read, or: Which was the first word, or the first letter, which he read? It is clear that this question here makes no sense unless I give an “artificial” explanation such as: “The first word which he reads = the first word of the first hundred consecutive words he reads correctly”. ‒ ‒ Suppose on the other hand that we used the word “reading” to distinguish between the case when a particular conscious process of spelling out the words takes place in a person's mind from the case in which this does not happen: | {{parBB|67}} Imagine that human beings or animals were used as reading machines, assume that in order to become reading machines they need a particular training. The man who trains them says of some of them that they already can read, of others that they can't. Take a case of one who has so far not responded to the training. If you put before him a printed word he will sometimes make sounds, and every now and then it happens “accidentally” that these sounds more or less agree with || correspond to the printed word. A third person hears the pupil || creature under training uttering the right sound on looking at the word “table”. The third person says, “He reads”, but the teacher answers, “No, he doesn't, it is mere accident”. But supposing now that the pupil on being shown other words and sentences goes on reading them correctly. After a time the teacher says, “Now he can read”. ‒ ‒ But what about the first word “table”? Should the teacher say, “I was wrong; he read that, too”, or should he say, “No, he only started reading later”? When did he really begin to read, or: Which was the first word, or the first letter, which he read? It is clear that this question here makes no sense unless I give an “artificial” explanation such as: “The first word which he reads = the first word of the first hundred consecutive words he reads correctly”. ‒ ‒ Suppose on the other hand that we used the word “reading” to distinguish between the case when a particular conscious process of spelling out the words takes place in a person's mind from the case in which this does not happen: | ||
{{BBB TS reference|Ts-310,70 | {{BBB TS reference|Ts-310,70}} | ||
– – Then, at least the person who is reading could say that such-and-such a word was the first which he actually read. ‒ ‒ Also, in the different case of a reading machine which is a mechanism connecting signs with the reactions to these signs, e.g., a pianola, we could say, “only after such-and-such a thing has been done to the machine, e.g., certain parts had been connected by wires, the machine actually read; the first letter which it read was a d”. ‒ ‒ | – – Then, at least the person who is reading could say that such-and-such a word was the first which he actually read. ‒ ‒ Also, in the different case of a reading machine which is a mechanism connecting signs with the reactions to these signs, e.g., a pianola, we could say, “only after such-and-such a thing has been done to the machine, e.g., certain parts had been connected by wires, the machine actually read; the first letter which it read was a d”. ‒ ‒ | ||
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{{BBB TS reference|Ts-310,77}} | {{BBB TS reference|Ts-310,77}} | ||
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