In order to be used as a single unit, the enormous sum integrated by a concept has to be given the form of a single, specific, perceptual concrete, which will differentiate it from all other concretes and from all other concepts. This is the function performed by language. Language is a code of visual-auditory symbols that serves the psycho-epistemological function of converting concepts into the mental equivalent of concretes. Language is the exclusive domain and tool of concepts. Every word we use (with the exception of proper names) is a symbol that denotes a concept, i.e., that stands for an unlimited number of concretes of a certain kind.

(Proper names are used in order to identify and include particular entities in a conceptual method of cognition. Observe that even proper names, in advanced civilizations, follow the definitional principles of genus and differentia: e.g., John Smith, with “Smith” serving as genus and “John” as differentia — or New York, U.S.A.)

Concepts represent a system of mental filing and cross-filing, so complex that the largest electronic computer is a child’s toy by comparison. This system serves as the context, the frame-of-reference, by means of which man grasps and classifies (and studies further) every existent he encounters and every aspect of reality. Language is the physical (visual-audible) implementation of this system.

Concepts and, therefore, language are primarily a tool of cognition — not of communication, as is usually assumed. Communication is merely the consequence, not the cause nor the primary purpose of concept-formation — a crucial consequence, of invaluable importance to men, but still only a consequence. Cognition precedes communication ; the necessary pre-condition of communication is that one have something to communicate. (This is true even of communication among animals, or of communication by grunts and growls among inarticulate men, let alone of communication by means of so complex and exacting a tool as language.) The primary purpose of concepts and of language is to provide man with a system of cognitive classification and organization, which enables him to acquire knowledge on an unlimited scale; this means: to keep order in man’s mind and enable him to think.

“The Cognitive Role of Concepts”
Introduction to Objectivist Epistemology, 69

The first words a child learns are words denoting visual objects, and he retains his first concepts visually. Observe that the visual form he gives them is reduced to those essentials which distinguish the particular kind of entities from all others — for instance, the universal type of a child’s drawing of man in the form of an oval for the torso, a circle for the head, four sticks for extremities, etc. Such drawings are a visual record of the process of abstraction and concept-formation in a mind’s transition from the perceptual level to the full vocabulary of the conceptual level.

There is evidence to suppose that written language originated in the form of drawings — as the pictographic writing of the Oriental peoples seems to indicate. With the growth of man’s knowledge and of his power of abstraction, a pictorial representation of concepts could no longer be adequate to his conceptual range, and was replaced by a fully symbolic code.

Language is a conceptual tool — a code of visual-auditory symbols that denote concepts. To a person who understands the function of language, it makes no difference what sounds are chosen to name things, provided these sounds refer to clearly defined aspects of reality. But to a tribalist, language is a mystic heritage, a string of sounds handed down from his ancestors and memorized, not understood. To him, the importance lies in the perceptual concrete, the sound of a word, not its meaning. . . .

The learning of another language expands one’s abstract capacity and vision. Personally, I speak four — or rather three-and-a-half — languages: English, French, Russian and the half is German, which I can read, but not speak. I found this knowledge extremely helpful when I began writing: it gave me a wider range and choice of concepts, it showed me four different styles of expression, it made me grasp the nature of language as such, apart from any set of concretes.

(Speaking of concretes, I would say that every civilized language has its own inimitable power and beauty, but the one I love is English — the language of my choice, not of my birth. English is the most eloquent, the most precise, the most economical and, therefore, the most powerful. English fits me best — but I would be able to express my identity in any Western language.)

“Global Balkanization”
The Voice of Reason, 121

The Miracle Worker by William Gibson . . . tells the story of how Annie Sullivan brought Helen Keller to grasp the nature of language. . . .

I suggest that you read The Miracle Worker and study its implications. . . . this particular play is an invaluable lesson in the fundamentals of a rational epistemology.

I suggest that you consider Annie Sullivan’s titanic struggle to arouse a child’s conceptual faculty by means of a single sense, the sense of touch, then evaluate the meaning, motive and moral status of the notion that man’s conceptual faculty does not require any sensory experience.

I suggest that you consider what an enormous intellectual feat Helen Keller had to perform in order to develop a full conceptual range (including a college education, which required more in her day than it does now), then judge those normal people who learn their first, perceptual-level abstractions without any difficulty and freeze on that level, and keep the higher ranges of their conceptual development in a chaotic fog of swimming, indeterminate approximations, playing a game of signals without referents, as Helen Keller did at first, but without her excuse. Then check on whether you respect and how carefully you employ your priceless possession: language.

And, lastly, I suggest that you try to project what would have happened if, instead of Annie Sullivan, a sadist had taken charge of Helen Keller’s education. A sadist would spell “water” into Helen’s palm, while making her touch water, stones, flowers and dogs interchangeably; he would teach her that water is called “water” today, but “milk” tomorrow; he would endeavor to convey to her that there is no necessary connection between names and things, that the signals in her palm are a game of arbitrary conventions and that she’d better obey him without trying to understand.

If this projection is too monstrous to hold in one’s mind for long, remember that this is what today’s academic philosophers are doing to the young — to minds as confused, as plastic and almost as helpless (on the higher conceptual levels) as Helen Keller’s mind was at her start.

“Kant Versus Sullivan”
Philosophy: Who Needs It, 90
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