We
could
might
imagine that the language ([3|4]) is the entire language of A and B; even the entire language of a tribe. The children are brought up to carry out just thesech activitiesˇ in question, to use just these such & such words and to react in just this such & such a way to the words of anothers.
      An important part of the training will consist in the teacher's pointing to the objects, directing the attention of the child's attention to them and at the same time pronouncing a word; for instanc[,|e], the word ‘slab’ in pointing to this block. (I do_n[o|']t want to call this “ostensive explanation” or “definition”, because the child can't ˇas yet ask what the thing is called. I will call it “ostensive teaching of words”. – I say
this
itch
will constitute an important part of the training, because th[at|is] is
so with
the case among
human beings, not because it we couldn't be imagined it
otherwise
differently
.) This ostensive teaching of thech words, one might say,
makes
fixes
an associative connection between the word and the thing. But what does that mean? Well, it may mean various things; but probably what first comes to one's mind is that occurs to one is that an image of the thing comes before the child's mind when it hears the word. But suppose that happens – is that the purpose
4
purpose sig of the word? – Yes, [i|I]t may be
it's
the
pu[s|r]pose aim. – I can imagine ˇsuch a use of words (i.e. here I mean i.e. series of sounds). having an application o[n|f] this sort. (Their utterance is so to speak the To pronounce them would be like striking of a key on
a
the
piano of
images
ideas
.) But in
our
the
language ([[2|3]| 4]) it is not the
aim
purpose
of the words to call up
images
ideas
. (Though it this may, of course, turn out that this is conducive be found to be helpful to their
purpose
real aim
.)
      But if that is what the ostensive teaching brings about, – shall I say that it brings about the understanding of the word? Doesn't
he
someone
understand the
order
cry
“slab!” if he a[s|c]ts in such and such a way on hearing it? – The ostensive teaching ˇindeed helped to ptoduced produce bring this no doubt about, but only in connection with a certain
training
course of instruction
. With a different
training
course of instruction
the same ostensive teaching of these words would have brought about quite a different understanding. – Of th[at|is] more ˇat a later. point.
      [|]When I By connecting ˇup the rod with th[e|is] lever ˇwith this rod by means of
a
the
peg, I make put the brake ready for use in order. – Yes, given all the rest of the mechanism. Only together with this ˇmechanism is it a brake lever; and withoutch detached from its support it isn't even a lever, but
it may be anything
can be all sorts of things, or nothing
.