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.
By the same reasoning, the word Chinese develops not only a negative of differences but of similarities; consequently, when someone is not acquainted with the differences that exist among this race, he only sees that they resemble each other. But if we lived among this group and separated them by their individual names, we would soon see their differences and not their similarities. Seeing similarities is what takes place when someone does not learn colors properly. He may be called colorblind when in reality he is word blind. Supposing we were to teach a child that blue is green, and green is blue and then place him in surroundings where his identification of colors would be tested. Can you imagine how quickly he would be called colorblind? This child would argue that the green is blue, and the blue is green, while the other children, brought up differently, would reverse the argument. If someone gets confused between certain shades of blue and green, it is only because the relation between colors was never accurately photographed. In many cases, colors are learned in a haphazard manner, and if a blue negative was developed when looking at a subtle shade of green, he would see blue just as you would see something blue through blue glasses even though the object was green. This is equivalent to getting confused between certain types of leaves and trees only because these differences were not accurately photographed in relation to the word. For example, if a particular leaf is given a specific name and another leaf resembling this leaf to a degree but still slightly different is given a different name, then when the relation is accurately photographed, the person learning the words will never mistake one for the other. Once children are made to understand that they are referring to the same bit of substance, regardless of the different names used to identify it, then there can be no argument between them. Of course, if a child can’t see a difference before learning the words, then he is genuinely color blind. Here is another example.
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.
From the time we were small children, our relatives, parents, friends, and acquaintances have expressed their personal likes and dislikes regarding people’s physiognomies. The words beautiful, pretty, cute, adorable, handsome, etc., heard over and over again with an enhancing inflection as to someone’s physical appearance took a picture of the similarities between this type of physiognomy and developed negatives which also contained the degree of feeling experienced. Similarly, an entire range of words heard repeatedly with a detracting inflection as to someone’s physical characteristics took a picture of the similarities between this type of physiognomy and developed negatives containing the degree of feeling experienced below this line of demarcation. As time went on, a standard of beauty was established. Not knowing what the brain was able to do, we were convinced that one group of similarities contained a lesser value than the opposite similarities. We were unaware that the brain had reversed the process by which these negatives were developed and then projected onto the screen of undeniable differences a value that existed only in our head. It would not be long before we would be conditioned to desire associating with the one type while avoiding the other, and as we would get older, you would not be able to convince us that an ugly or beautiful person did not exist because we had witnessed these differences with our very eyes. In other words, when a word contains a judgment of value, a standard of perfection, then we are able to project this value directly onto substance, and then because we see this with our very eyes, it was a simple thing to convince ourselves that beauty was a definite part of the real world. The confusion between what is real and what is not comes from the fact that these words not only describe real differences that exist in the world, but they also create external values when there are no such things. I will give you an example of this by using a movie projector.
Here is a smooth white wall in a dark room with nothing on it. I am dropping a negative plate or slide into the projector, flipping the switch, and just take a look — there is a picture of a girl on the wall. But go up and touch her. All you feel is the wall itself because the girl is not there. We have been doing the same thing with our brain regarding values. The differences in substance were not only divided up by the use of words like man, woman, child, etc., but became a screen upon which we were able to project this value. Drop a negative plate or word slide in your brain projector and flip the switch. Well, just take a look — there is now a beautiful girl, a homely man, an ugly duckling! Turn off the switch (remove the negative plate or word slide), and all you see are the differences in substance because the projected values have been removed. Since we were taught that the eyes receive and transmit sense experience on the waves of light, it was impossible to deny that this beautiful girl actually existed, and when we changed the standard hidden in the word, all we did was change the screen. By saying that this person may not be beautiful physically but has a beautiful soul, we were allowed to see ugly souls as if they, too, existed externally. Scientists, believing that the eyes were a sense organ, unconsciously confirmed what man saw with them because they were unaware that it was possible to project a fallacious relation realistically. Consequently, everything in the external world will be distorted if the words through which man looks at what he calls reality are inaccurate symbols or if the relation that is photographed becomes, as in the five senses, an inaccurate negative that is then projected realistically upon undeniable substance. The word beautiful has absolutely no external reality and yet because it is learned in association with a particular physiognomy, a beautiful girl is created when no such person exists. Obviously, there is a difference between the shape and features of individuals, but to label one beautiful and another ugly only reveals that you are conscious of a fallacious difference that is projected through your eyes upon substance that cannot be denied — which makes the projection appear real. By having the words beautiful, ugly, gorgeous, etc. as slides in a movie projector through which the brain will look at the external world, a fallacious value is placed upon certain specific differences only because of the words, which are then confirmed as a part of the real world since man will swear that he sees beautiful women with his eyes. But in actual reality, all he sees are different shapes and different features. This beautiful girl is not striking his optic nerve which then allows him to see her beauty, but instead he projects the word onto these differences and then photographs a fallacious relation. The brain records all relations, whether true or false, and since it was considered an indisputable fact that man had five senses which were connected in some way with the external world, and since four of these were accurately described as sense organs, that is, they receive and transmit external stimuli, it was very easy for Aristotle to get confused and put a closure on further investigation by including the eyes in the definition, which he did only because he never understood their true function.
