SFEECII. 183 



the child, after having reached this stage, the process of 

 extension continues, so as to embrace images, and eventually 

 pictures of dogs. This difference, however, only shows au 

 advance in the merely rcceptual faculties : does not suggest 

 that in order to carry the extension of the name through 

 these second and third stages, demand has yet been made on 

 the distinctively human powers of conceptual thought — any 

 more than such powers were required to carry it through the 

 first stage in the case of the parrot. 



Hence we see again that the distinction already drawn 

 between denotative and connotative names is not co-extensivc 

 with the distinction between ideas as receptual and conceptual. 

 Or, in other words, names may be in some measure con- 

 notative even in the absence of self-consciousness. For if we 

 say that a child is connoting resemblances when it extends 

 the name Boiv-zvoio from a particular dog to dogs in general, 

 clearly we must say the same thing of a parrot when we find 

 that thus far it goes with the child. Therefore it is that 

 I have distinguished between connotation as receptual and 

 conceptual — i.e. by calling the latter denomination. Recep- 

 tual connotation represents a higher level of ideational 

 faculty than mere denotation ; but a lower level than con- 

 ceptual connotation, or denomination. Moreover, receptual 

 connotation admits of many degrees before we can discern 

 the smallest reason for supposing that it is even in the lowest 

 degree conceptual. Connotation of all degrees depending on 

 perceptions of resemblances or analogies, the higher the 

 receptual life, and therefore the greater the aptitude of 

 receptual classification, the more will such classification be- 

 come rcfiected in connotative expression. Therefore it is that 

 the child will not only surpass the parrot in its rcceptual con- 

 notation from dogs to pictures of dogs; but, as we shall after- 

 wards see, will go much further even than this before it gives 

 any signs at all of conceptual connotation, or true tlenomina- 

 tion. Thus we see that between the most rudimentary 

 receptual connotation which a very young child shares with 

 a parrot, and the fully conceptual connotation which it 

 13 



