the visible idea is strongest, or occurs most readily at least; but, in the present instance, it seems to be otherwise. We might proceed in like manner to shew the generation of ideas more and more complex, and the various ways by which their parts are cemented together, and all made to depend on the respective names of the visible objects. But what has been said may suffice to shew what ideas the names of visible objects, proper and appellative, raise in us.
Fourthly, We must, however, observe, in respect of appellatives, that sometimes the idea is the common compound result of all the sensible impressions received from the several objects comprised under the general appellation; sometimes the particular idea of some one of these, in great measure at least, viz. when the impressions arising from some one are more novel, frequent, and vivid, than those from the rest.
Fifthly, The words denoting sensible qualities, whether substantive or adjective, such as whiteness, white, &c. get their ideas in a manner which will be easily understood from what has been already delivered. Thus the word white, being associated with the visible appearance of milk, linen, paper, gets a stable power of exciting the idea of what is common to all, and a variable one, in respect of the particularities, circumstances, and adjuncts. And so of other sensible qualities.
Sixthly, The names of visible actions, as walking, striking, &c. raise the proper visible ideas by a like process. Other ideas may likewise adhere in certain cases, as in those of tasting, feeling, speaking, &c. Sensible perceptions, in which no visible action is concerned, as hearing, may also leave ideas dependent on words. However, some visible ideas generally intermix themselves here. These actions and perceptions are generally denoted by verbs, though sometimes by substantives.
And we may now see in what manner ideas are associated with nouns, proper and appellative, substantive and adjective, and with verbs, supposing that they denote sensible things only. Pronouns and particles remain to be considered. Now, in order to know their ideas and uses, we must observe,
Seventhly, That as children may learn to read words not only in an elementary way, viz. by learning the letters and syllables of which they are composed, but also in a summary one, viz. by associating the sound of entire words, with their pictures, in the eye; and must, in some cases, be taught in the last way, i.e. wheresoever the sound of the word deviates from that of its elements; so both children and adults learn the ideas belonging to whole sentences many times in a summary way, and not by adding together the ideas of the several words in the sentence. And wherever words occur, which, separately taken, have no proper ideas, their use can be learnt in no other way but this. Now pronouns and particles, and many other words, are of this kind. They answer, in some measure, to x, y, and z, or the
