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 them, as well as to separate words. And the ideas of all may still retain their peculiarities, by which they are distinguished from each other, after they have fallen below the limits of pleasure into indifference, just as obscure colours, or faint tastes, do.

It is observable, that the mere transit of words expressing strong ideas over the ears of children affects them; and the same thing is true of adults, in a less degree. However, the last have learnt from experience and habit to regard them chiefly, as they afford a rational expectation of pleasure and pain. This cannot be discussed fully, till we come to consider the nature of assent; but it may give some light and evidence to the reasoning of this corollary, just to have mentioned the manner, in which we are at first affected by words.

. VI. Since words thus collect ideas from various quarters, unite them together, and transfer them both upon other words, and upon foreign objects, it is evident, that the use of words adds much to the number and complexness of our ideas, and is the principal means by which we make intellectual and moral improvements. This is verified abundantly by the observations that are made upon persons born deaf, and continuing so. It is probable, however, that these persons make use of some symbols to assist the memory, and fix the fancy: and they must have a great variety of pleasures and pains transferred upon visible objects from their associations with one another, and with sensible pleasures of all the kinds; but they are very deficient in this, upon the whole, through the want of the associations of visible objects, and states of mind, &c., with words. Learning to read must add greatly to their mental improvement; yet still their intellectual capacities cannot but remain very narrow.

Persons blind from birth must proceed in a manner different from that described in this proposition, in the first ideas which they affix to words. As the visible ones are wanting, the others, particularly the tangible and audible ones, must compose the aggregates which are annexed to words. However, as they are capable of learning and retaining as great a variety of words as others, or perhaps a greater, cæteris paribus, and can associate with them pleasures and pains from the four remaining senses, also use them as algebraists do the letters that represent quantities, they fall little or nothing short of others in intellectual accomplishments, and may arrive even at a greater degree of spirituality and abstraction in their complex ideas.

. VII. It follows from this proposition, that, when children or others first learn to read, the view of the words excites ideas only by the mediation of their sounds, with which alone their ideas have hitherto been associated. And thus it is that children and illiterate persons understand what they read best by reading aloud. By degrees, the intermediate link being left out, the written or printed characters suggest the ideas directly and