{ 261} It was impossible that this process should not be involved in obscurity, and liable to great { 262} misapprehension, so long as the manner, in which words become significant, was unexplained. After this knowledge was imparted, and pretty generally diffused, the value of it seemed for a long time to be little understood.
Words become significant purely by association. A word is pronounced in conjunction with an idea; it is pronounced again and again; and, by degrees, the idea and the word become so associated, that the one can never occur without the other. To take first the example of an individual object. The word, St. Paul's, has been so often named in conjunction with the idea of a particular building, that the word, St. Paul's, never occurs without calling up the idea of the building, nor the idea of the building without calling up the name, St. Paul's. The effect of association is similarly exemplified in connecting the visible mark with the audible. Children learn first to speak. They learn next to read. In learning to speak, they associate the audible mark with their sensations and ideas; the sound tree is associated with the sight of the tree, or the idea of the tree. In learning to read, a new association has to be formed. The _written word_ is a _visible_ sign of the _audible_ sign. What reading accomplishes, by degrees, is, to associate the visible sign so closely with the audible, that at the same instant with the sight of the word the sound of it, and with the sound of it the sense, occurs.
After the explanations which have been already { 263} given, no difficulty can remain about the manner in which names come to signify the _individuals_ of which they are appointed to be the marks.
Let us now, proceeding to the simplest cases first, and by them expounding such as are more complicated, suppose that our name of one individual is applied to another individual. Let us suppose that the word, foot, has been first associated in the mind of the child with one foot only; it will in that case call up the idea of that one, and not of the other. Here is one name, and one thing named. Suppose next, that the same name, foot, begins to be applied to the child's other foot. The sound is now associated not constantly with one thing, but sometimes with one thing, and sometimes with another. The consequence is, that it calls up sometimes the one, and sometimes the other. Here two things, the two feet, are both of them associated with one thing, the name. The one thing, the name, has the power of calling up both, and in rapid succession. The word foot suggests the idea of one of the feet; this foot with its name, is a complex idea; and this complex idea suggests its like, the other foot with its name.
