As my granddaughter’s eyes are focused on one of our canine friends, I shall repeat the word ‘dog’ rapidly in her ear. When she turns away, I stop. This will be continued until she looks for him when hearing the word, which indicates that a relation between this particular sound and object has been established and a photograph taken. Soon this relation is formed which makes her conscious of a particular difference that exists in the external world. As she learns more and more words such as cat, horse, bird, sun, moon, etc., she becomes conscious of these differences, which no one can deny because they are seen through words or slides that circumscribe accurately these various bits of substance. This is exactly how we learn words, only I am speeding up the process. Before long she learns house, tree, car, chair, door, kitchen, television, airplane, moon, stars, nose, teeth, eyes, hair, girl, boy, and so on. She soon learns that these bits of substance are different, and that is why they have different names. Until she learns the word cat, she could very easily point to a dog when hearing that word because a negative of the difference has not yet been developed, just as a fox cannot be differentiated from a dog until a photograph of the difference has been developed. She also learns the names of individuals: Mommy, Daddy, Linda, Janis, Marc, David, Elan, Justin, Shoshana, Adam, Jennifer, Meredith, etc. If a picture of her mother flashed on a screen, she would automatically say mommy. She is able to identify her mother because the word is a picture that was taken when the relation was formed and exists in her mind, through which she looks at the differences that exist in substance. My granddaughter can identify her mother from hundreds and hundreds of photographs because the difference is a negative that not only reveals who her mother is, but who she is not. In other words, as she learns these names and words, her brain takes a picture of the objects symbolized, and when she sees these differences again, she projects the word or name, but the brain will not take any picture until a relation is formed. Consequently, these differences that exist in the external world which are not identifiable through taste, touch, smell, or sounds are identifiable only because they are related to words, names, or slides that we project for recognition. If we lose certain names or words, we will have amnesia because, when we see these ordinarily familiar differences, we are unable to project the words or names necessary for recognition.
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If you were taught one word, orange, which included within that symbol a grapefruit and tangerine, you would hand me any one of the three if I asked for an orange, but when you learn the other two words, which photograph the difference, then you could not hand me a tangerine or grapefruit if I asked for an orange. The reason we have a word for the sun and a word for the moon is because these two bodies are different, and the reason we have a planet named Earth, one named Saturn, Venus, etc. is only because these are not one and the same planet, and we have separated them by calling them different names. However, the reason we do not call the moon a planet is because we learned it does not function like one, therefore it does not fall in the same category. Once it is understood as an undeniable law that nothing impinges on the optic nerve, even though the pupils dilate and contract according to the intensity of light, it becomes possible to separate what exists in the external world from that which is only a negative or word in our head. In the course of our children’s development, they learn other kinds of words that form inaccurate relations, not only because a judgment of personal value is given external reality by the symbol itself but also because the logic of unconscious syllogistic reasoning confirms the apparent validity of inaccurate observations. Let me show you how this was accomplished.