Consider the following case: B has been taught a use of the words “lighter” and “darker”. He has been shewn objects of various colours and has been taught that one calls this a darker colour than that, trained to bring an object on being ordered, “Bring something darker than this”, and to describe the colour of an object by saying that it is darker or lighter than a certain sample, etc., etc. Now he is given the order to put down a series of objects, arranging them in the order of their darkness. He does this by laying out a row of books, writing down a series of names of animals, and by writing down the five vowels in the order u, o, a, e, i. We ask him why he put down that latter series, and he says, “Well o is lighter than u, and e lighter than o.” ‒ ‒ We shall be astonished at his attitude, and at the same time admit that there is something in what he says. Perhaps we shall say: “But look, surely e isn't lighter than o in the way this book is lighter than that.” ‒ ‒ But he may shrug his shoulders and say, “I don't know, but e is lighter than o, isn't it?”
96.