Brown Book: Difference between revisions

{{parBB|58}} In a certain tribe contests are held in running, putting the weight, etc. and the spectators stake money || possessions on the competitors. The pictures of all the competitors are placed in a row, and what I called the spectators' staking property on one of the competitors consists in laying this property (pieces of gold) under one of the pictures. If a man has placed his gold under the picture of the winner in the competition he gets back his stake doubled. Otherwise he loses his stake. Such a custom we should undoubtedly call betting, even if we observed it in a society whose language held no scheme for stating “degrees of probability”, “chances” and the like. I assume that the behaviour of the spectators expresses great keenness and excitement before and after the result || outcome of the bet is known. I further imagine that on examining the placing of the bets I can understand “''why''” they were thus placed. I mean: In a competition between two wrestlers, mostly the bigger man is the favorite; or if the smaller, I find that he has shown greater {{BBB TS reference|Ts-310,53}} strength on previous occasions, or that the bigger had recently been ill, or had neglected his training, etc. Now this may be so although the language of the tribe does not express reasons for the placing of the bets. That is to say, nothing in their language corresponds to our saying, e.g., “I bet on this man because he has kept fit, whereas the other has neglected his training”, and such like. I might describe this state of affairs by saying that my observation has taught me certain ''causes'' for their placing their bets as they do, but that the bettors had || used no ''reasons'' for acting as they did.

Now one might say || suggest that giving reasons in this way for {{BBB TS reference|Ts-310,54}} laying their bets certainly presupposes that they have observed causal connections between the result of a fight, say, and certain features of the bodies of the fighters, or of their training. But this is an assumption which, whether reasonable or not, I certainly have not made in the description of our case. (Nor have I made the assumption that the bettors give reasons for their reasons.) We should in a case like that just described not be surprised if the language of the tribe contained what we should call expressions of degrees of belief, conviction, certainty. These expressions we could imagine to consist in the use of a particular word spoken with different intonations, or a series of words. (I am not thinking however of the use of a scale of probabilities.) ‒ ‒ It is also easy to imagine that the people of our tribe accompany their betting by verbal expressions which we translate into, “I believe that so-and-so ''can'' beat so-and-so in wrestling”, etc.

{{parBB|61}} Compare with 60) the case in which the expression, “I shall be able to lift this weight”, is used as an abbreviation for the conjecture, “My hand holding this weight will rise if I go through the process (experience) of ‘making an effort to lift it’”. In the last two cases the word “can” characterized what we should call the expression of a conjecture. (Of course {{BBB TS reference|Ts-310,55}} I don't mean that we call the sentence a conjecture because it contains the word “can”; but in calling a sentence a conjecture we referred to the role which the sentence played in the language-game; and we translate a word our tribe uses by “can” if “can” is the word we should use under the circumstances described). Now it is clear that the use of “can” in 59), 60), 61) is closely related to the use of “can” in 46) to 49); differing, however in this, that in 46) to 49) the sentences saying that something ''could'' || can happen were not expressions of conjecture. Now one might object to this by saying: Surely we are only willing to use the word “can” in such cases as 46) to 49) because it is reasonable to conjecture in these cases what a man will do in the future from the tests he has passed or from the state he is in.

Now it is true that I have deliberately made up the cases 46) to 49) so as to make a conjecture of this kind seem reasonable. But I have also deliberately made them up so as ''not'' to contain a conjecture. We can, if we like, make the hypothesis that the tribe would never use such a form of expression as that used in 49), etc. if experience had not shown them that … etc. But this is an assumption which, though possibly correct, is in no way presupposed in the games 46) to 49) as I have actually described them.

{{parBB|62}} Let the game be this: A writes down a row of numbers. B watches him and tries to find a system in the sequence of these numbers. When he has done so he says: “Now I can go on”. This example is particularly instructive because “being able to {{BBB TS reference|Ts-310,56}} go on” here seems to be something setting in suddenly in the form of a clearly outlined event. ‒ ‒ Suppose then that A had written down the row 1, 5, 11, 19, 29. At that point B shouts, “Now I can go on”. What was it that happened when suddenly he saw how to go on? A great many different things might have happened. Let us assume then that in the present case while A wrote one number after the other B busied himself with trying out several algebraic formulae to see whether they fitted. When A had written “19” B had been led to try the formula a_n = n² + n ‒ 1. A's writing 29 confirms his guess.

Now, should we say that the proposition, “B can continue the series”, means that one of the occurrences just described takes place? Isn't it clear that the statement, “B can continue … ” {{BBB TS reference|Ts-310,57}} is not the same as the statement that the formula a_n = n² + n ‒ 1 comes into B's mind? This occurrence might have been all that actually took place. (It is clear, by the way, that it can make no difference to us here whether B has the experience of this formula appearing before his mind's eye, or the experience of writing or speaking the formula, or of picking it out with his eyes from amongst several formulae written down beforehand.) If a parrot had uttered the formula, we should not have said that he could continue the series. ‒ ‒ Therefore, we are inclined to say “to be able to … ” must mean more than just uttering the formula, – – and in fact more than any one of the occurrences we have described. And this, we go on, shows that saying the formula was only a symptom of B's being able to go on, and that it was not the ability of going on itself. Now what is misleading in this is that we seem to intimate that there is one peculiar activity, process, or state called “being able to go on” which somehow is hidden from our eyes but manifests itself in these occurrents which we call symptoms (as an inflammation of the mucous membranes of the nose produces the symptom of sneezing). This is the way talking of symptoms, in this case, misleads us. When we say, “Surely there must be something else behind the mere uttering of the formula, as this alone we should not call ‘being able to … ’”, the word “behind” here is certainly used metaphorically, and “behind” the utterance of the formula may be the circumstances under which it is uttered. It is true, “B can continue … ” is not the same as to say, “B says the formula … ”, but it {{BBB TS reference|Ts-310,58}} doesn't follow from this that the expression, “B can continue … ” refers to an activity other than that of saying the formula, in the way in which “B says the formula” refers to the well-known activity. The error we are in is analogous to this: Someone is told the word “chair” does not mean this particular chair I am pointing to, upon which he looks round the room for the object which the word “chair” does denote. (The case would be even more a striking illustration if he tried to look inside the chair in order to find the real meaning of the word “chair”.) It is clear that when with reference to the act of writing or speaking the formula etc., we use the sentence, “He can continue the series”, this must be because of some connection between writing down a formula and actually continuing the series. And the connection in experience of these two processes or activities is clear enough. But this connection tempts us to suggest that the sentence, “B can continue … ” means something like, “B does something which, experience has shown us, generally leads to his continuing the series.” But does B, when he says, “Now I can go on” really mean, “Now I am doing something which, as experience has shown us, etc., etc.”? Do you mean that he had this phrase in his mind or that he would have been prepared to give it as an explanation of what he had said?! To say the phrase, “B can continue … ” is correctly used when prompted by such occurrences as described in 62), 63), 64) but that these occurrences justify its use only under certain circumstances (e.g. when experience has shown certain connections) is not to say that the sentence, “B can continue … ” {{BBB TS reference|Ts-310,59}} is short for the sentence which describes all these circumstances, i.e. the whole situation which is the background of our game.

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 {{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.

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.

On the other hand we say, “I thought I could lift this weight, but I see I can't”, “I thought I could say this piece {{BBB TS reference|Ts-310,62}} by heart, but I see I was mistaken”.

These illustrations of the || our use of the word “can” should be supplemented by illustrations showing the variety of uses we make of the terms “forgetting” and “trying”, for these uses are closely connected with those of the word “can”. Consider || Contemplate these cases: ''a'') Before, B had said to himself the formula, now, “He finds a complete blank there”. ''b'') Before, he had said to himself the formula, now, for a moment he isn't sure “whether it was 2ⁿ or 3ⁿ”. ''c'') He has forgotten a name and it is “on the tip of his tongue”. Or ''d''), he is not certain whether he has ever known the name or has forgotten it.

Now look at the way in which we use the word “trying”: ''a'') A man is trying to open a door by pulling as hard as he can. ''b'') He is trying to open the door of a safe by trying to find the combination. ''c'') He is trying to find the combination by trying to remember it, or ''d'') by turning the knobs and listening with a stethoscope. Consider the various processes we call “trying to remember”. Compare ''e'') trying to move your finger against a resistance (e.g. when someone is holding it), and ''f'') when you have intertwined the fingers of both hands in a particular way and feel “You don't know what to do in order to make a particular finger move”.

One might perhaps suggest that the only case in which it is correct to say, without restriction, that I can do a certain {{BBB TS reference|Ts-310,63}} thing, is that in which while saying that I can do it, I actually do it, and that otherwise I ought to say, “I can do it as far as … is concerned”. One may be inclined to think that only in the above case has a person given a real proof of being able to do a thing.

{{parBB|65}} But if we look at a language-game in which the phrase “I can … ” is used in this way (e.g., a game in which doing a thing is taken as the only justification for saying that one is able to do it), we see that there is not the ''metaphysical'' difference between this game and one in which other justifications are accepted for saying “I can do so-and-so”. A game of the kind 65), by the way, shows us the real use of the phrase, “If something happens it certainly can happen”; an almost useless phrase in our language. It sounds as though it had some very clear and deep meaning, but like most of the general philosophical propositions it is meaningless except in very special cases.

We see that a vast net of family likenesses connects the cases in which the expressions of possibility, “can”, “to be able to”, etc. are used. Certain characteristic features, we may say, appear in these cases in different combinations: there is, e.g., the element of conjecture (that something will behave {{BBB TS reference|Ts-310,64}} in a certain way in the future); the description of the state of something (as a condition for its behaving in a certain way in the future); the account of certain tests someone or something has passed. ‒ ‒

There are, on the other hand, various reasons which incline us to look at the fact of something being possible, someone being able to do something, etc., as the fact that he or it is in a particular || peculiar state. Roughly speaking, this comes to saying that “A is in the state of being able to do something” is the form of representation we are most strongly tempted to adopt, or, as one could also put it, we are strongly inclined to use the metaphor of something being in a peculiar state for saying that something can behave in a particular way. And this way of representation, or this metaphor, is embodied in the expressions, “He is capable of … ”, “He is able to multiply large numbers in his head”, “He can play chess”: in these sentences the verb is used in the ''present tense'', suggesting that the phrases are descriptions of states which exist at the moment when we speak.

The same tendency shows itself in our calling the ability of solving a mathematical problem, the ability to enjoy a piece of music, etc., certain states of the mind; we don't mean by this expression “conscious mental phenomena”. Rather, a state of the mind in this sense is the state of a hypothetical mechanism, a mind model meant to explain the conscious mental phenomena. (Such things as unconscious or subconscious mental states are features of the mind ''model''.) In this way also we {{BBB TS reference|Ts-310,65}} can hardly help conceiving of memory as of a kind of storehouse. Note also how sure people are that to the ability of adding or multiplying or to that of saying a poem by heart, etc., there ''must'' correspond a peculiar state of the person's brain, although on the other hand they know next to nothing about such psycho-physiological correspondences. We have an overwhelmingly strong tendency to conceive of the phenomena which in such || these cases we actually observe by the symbol of a mechanism whose manifestations these phenomena are; We regard these phenomena as manifestations of this mechanism. and their possibility is the particular construction of the mechanism itself.

Now looking back to our discussion of 43), we see that it was no final || real explanation of B's being guided by the signs when we said that B was guided if he ''could'' also have carried out orders consisting in other combinations of dots and dashes than those of 43). In fact, when we considered the question whether B in 43) was guided by the signs, we were all the time inclined to say some such thing as that we could only decide this question with certainty if we could look into the actual mechanism connecting seeing the signs with acting according to them. For we have a definite picture of what in a mechanism we should call certain parts being guided by others. In fact, the mechanism which immediately suggests itself when we wish to show what in such a case as 43) we should call “being guided by the signs” is a mechanism of the type of a pianola. Here, in the working of the pianola we have a clear case of certain actions, {{BBB TS reference|Ts-310,66}} those of the hammers of the piano, being guided by the pattern of holes in the pianola roll. We could use the expression, “The pianola is ''reading off'' the record made by the perforations in the roll”, and we might call patterns of such perforations ''complex signs'' or ''sentences'', opposing their function in a pianola to the function which similar devices have in mechanisms of a different type, e.g., the combination of notches and teeth which form a key bit. The bolt of a lock is caused to slide by this particular combination, but we should not say that the movement of the bolt was guided by the way in which we combined teeth and notches, i.e., we should not say that the bolt moved ''according'' to the pattern of the key bit. You see here the connection between the idea of being guided and the idea of being able to read new combinations of signs: for we should say that the pianola ''can'' read ''any'' pattern of perforations, of a particular kind, it is not built for one particular tune or set of tunes (like a musical box), – – whereas the bolt of the lock reacts to that pattern of the key bit only which is predetermined in || by the construction of the lock. We could say that the notches and teeth forming a key bit are not comparable to the words making up a sentence but to the letters making up a word, and that the pattern of the key bit in this sense did not correspond to a complex sign, to a sentence, but to a word.

It is clear that although we might use the ideas of such mechanisms as similes for describing the way in which B acts in the games 42) and 43), no such mechanisms are actually involved in these games. We shall have to say that the use which we {{BBB TS reference|Ts-310,67}} made of the expression “to be guided” in our examples of the pianola and of the lock is only one use within a family of usages, though these examples may serve as metaphors, ways of representation, for other usages.

Let us study the use of the expression, “to be guided”, by studying the use of the word “reading”. By “reading” I here mean the activity of translating script into sounds, also of writing according to dictation or of copying in writing a page of print, and such like; reading in this sense does not involve any such thing as understanding what you read. The use of the word “reading” is, of course, extremely familiar to us in the circumstances of our ordinary life (it would be extremely difficult to describe these circumstances even roughly). A person, say an Englishman, has as a child gone through one of the normal ways of training in school or at home, he has learned to read his language, later on he reads books, newspapers, letters, etc. What happens when he reads the newspaper? ‒ ‒ His eyes glide along the printed words, he pronounces them aloud or to himself, but he pronounces certain words just taking their pattern in as a whole, other words which he pronounces after having seen their first few letters only, others again he reads out letter by letter. We should also say that he had read a sentence if while letting his eyes glide along it he had said nothing aloud or to himself, but on being asked afterwards what he had read he was able to reproduce the sentence verbatim or in slightly different words. He may also act as what we might call a mere reading machine, I mean, paying no attention to {{BBB TS reference|Ts-310,68}} what he spoke, perhaps concentrating his attention on something totally different. We should in this case say that he read if he acted faultlessly like a reliable machine. ‒ ‒ Compare with this case the case of a beginner. He reads the words by spelling them out painfully. Some of the words however, he just guesses from their contexts, or possibly he knows the piece by heart. The teacher then says that he is pretending to read the words, or just that he is not really reading them. If, looking at this example, we asked ourselves what reading was, we should be inclined to say that it was a particular conscious mental act. This is the case in which we say, “Only he knows whether he is reading; nobody else can really know it”. Yet we must admit that as far as the reading of a particular word goes, exactly the same thing might have happened in the beginner's mind when he “pretended” to read as what happened in the mind of the fluent reader when he read the word. We are using the word “reading” in a different way when we talk about the accomplished reader on the one hand and the beginner on the other hand. What in the one case we call an instance of reading we don't call an instance of reading in the other. ‒ ‒ Of course we are inclined to say that what happened in the accomplished reader and in the beginner when they pronounced the word could not have been the same. The difference lying, if not in their conscious states, then in the unconscious regions of their minds, or in their brains. We here imagine two mechanisms, the internal working of which we can see, and this internal working is the real criterion for a person's reading or not {{BBB TS reference|Ts-310,69}} reading. But in fact no such mechanisms are known to us in these cases. Look at it in this way:

{{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}} – – 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''”. ‒ ‒

∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙

{{BBB TS reference|Ts-310,71}} There is a great temptation on the other hand to regard the conscious mental act as the only real criterion distinguishing reading from not reading. For we are inclined to say, “Surely a man always knows whether he is reading or pretending to read”, or “Surely a man always knows when he is really reading”. If A tries to make B believe that he is able to read Cyrillic script, cheating him by learning a Russian sentence by heart and then saying it while looking at the printed sentence, we may certainly say that A knows that he is pretending and that he is not reading in this case is characterized by a particular personal experience, namely, that of saying the sentence by heart. Also, if A makes a slip in saying it by heart, this experience will be different from that which a person has who makes a slip in ''reading''.

{{parBB|69}} Or imagine this case: A man under the influence of a certain drug is shown a group of five signs, not letters of an existing alphabet; and looking at them with all the outward signs and personal experiences of spelling out a word, pronounces the word “ABOVE”. (This sort of thing happens in dreams. After waking up we then say, “It seemed to me that I was reading these {{BBB TS reference|Ts-310,72}} signs though they weren't really signs at all”.) In such a case some people might be inclined to say that he is reading, others that he isn't. We could imagine that after he had spelt out the word “above” we showed him other combinations of the five signs and that he read them consistently with his reading of the first permutation of signs shown to him. By a series of similar tests we might find that he used what we might call an imaginary alphabet. If this was so, we should be more ready to say, “He reads” than “He imagines that he reads, but he doesn't really”.

Do this: Say by heart the series of cardinals from one to twelve, – – Now look at the dial of your watch and ''read'' this sequence of numbers. Ask yourself what in this case you called reading, that is, what did you do to make it reading?

Let us try this explanation: A person reads if he ''derives'' the copy which he is producing from the model which he is copying. (I will use the word “model” to mean that which he is reading off, e.g., the printed sentences which he is reading or copying in writing, or such signs as “– – · · –” in 42) and 43) which he is “reading” by his movements, or the scores which a pianist plays off, etc. The word “copy” I use for the sentence spoken or written from the printed one, for the movements made {{BBB TS reference|Ts-310,73}} according to such signs as “– – · · –”, for the movements of the pianist's fingers or the tune which he plays from the scores, etc.) Thus if we had taught a person the Cyrillic alphabet and had taught him how each letter was pronounced, if then we gave him a piece printed in the Cyrillic script and he spelt it out according to the pronunciation of each letter as we had taught it, we should undoubtedly say that he was deriving the sound of every word from the written and spoken alphabet taught him. And this also would be a clear case of reading. (We might use the expression, “We have taught him the ''rule'' of the alphabet”.)

But, let us see, what made us say that he ''derived'' the spoken words from the printed by means of the rule of the alphabet? Isn't all we know that we told him that this letter was pronounced this way, that letter that way, etc., and that he afterwards read out words in the Cyrillic script? What suggests itself to us as an answer is that he must have shown somehow that he did actually make the transition from the printed to the spoken words by means of the rule of the alphabet which we had given him. And what we mean by his showing this will certainly get clearer if we alter our example and

{{parBB|70}} assume that he reads off a text by transcribing it, say, from block letters into cursive script. For in this case we can assume the rule of the alphabet to have been given in the form of a table which shows the block alphabet and the cursive alphabet in parallel columns. Then the ''deriving'' the copy from the text we should imagine this way: The person who copies looks {{BBB TS reference|Ts-310,74}} up the table for each letter at frequent intervals, or he says to himself such things as, “Now what's a small ''a'' like?”, or he tries to visualize the table, refraining from actually looking at it. ‒ ‒

{{parBB|73}} he didn't stick to this way of transcribing. In fact he changed it, but according to a simple rule: After having transcribed “A” into “n”, he transcribed the next “A” into “o”, and the next “A” into “p”, and so on. But where is the sharp line between this procedure and that of producing a transcription without any system at all? Now you might object to this by saying, “In the case 71), you obviously assumed that he ''understood the table differently''; he didn't understand it in the normal way”. But what do we call “understanding the table in {{BBB TS reference|Ts-310,75}} a particular way?” But whatever process you imagine this “understanding” to be, it is only another link interposed between the outward and inward processes of deriving || derivation I have described and the actual transcription. In fact this process of understanding could obviously be described by means of a schema of the kind used in 71), and we could then say that in a particular case he looked up the table like this: ; understood the table like this: ; and transcribed it like this: . But does this mean that the word “deriving” (or “understanding”) has really no meaning, as by following up its meaning this seems to trail off into nothing? In case 70) the meaning of “deriving” stood out quite clearly, but we told ourselves that this was only one special case of deriving. It seemed to us that the essence of the process of deriving was here presented in a particular dress and that by stripping it of this we should get at the essence. Now in 71), 72), 73) we tried to strip our case of what had seemed but its peculiar costume only to find that what had seemed mere costumes were the essential features of the case. (We acted as though we had tried to find the real artichoke by stripping it of its leaves.) The use of the word “deriving” is indeed exhibited in 70), i.e., this example showed us one of the family of cases in which this word is used. And the explanation of the use of this word, as that of the use of the word “reading” or “being guided by symbols”, essentially consists in describing a selection of examples exhibiting characteristic features, some examples showing these {{BBB TS reference|Ts-310,76}} features in exaggeration, others showing transitions, || exaggerated form, others in transitional phases, certain series of examples showing the trailing off of such features. Imagine that someone wished to give you an idea of the facial characteristics of a certain family, the So-and-so's, he would do it by showing you a set of family portraits and by drawing your attention to certain characteristic features, and his main task would consist in the proper ''arrangement'' of these pictures, which, e.g., would enable you to see how certain influences gradually changed the features, in what characteristic ways the members of the family aged, what features appeared more strongly as they did so.

It was not the function of our examples to show us the essence of “deriving”, “reading”, and so forth through a veil of inessential features; they || the examples were not descriptions of an outside letting us guess at an inside which for some reason or other could not be shown in its nakedness. We are tempted to think that our examples are ''indirect'' means for producing a certain image or idea in a person's mind, – – that they ''hint'' at something which they cannot show. This would be so in some such case as this: Suppose I wish to produce in someone a mental image of the inside of a particular 18th century room which he is prevented from entering. I therefore adopt this method: I show him the house from the outside, pointing out the windows of the room in question, I further lead him into other rooms of the same period. ‒ ‒

Our method is ''purely descriptive''; the descriptions we give are not hints of explanations.