Later on, when the outward self-consciousness already explained has begun to be developed, we find that the child, like the animal, has learnt to associate its own organism with its own mental states, in such wise that it recognizes its body as belonging in a peculiar manner to the self, so far as the self is recognizable by the logic of recepts. This is the stage that we meet with in animals. Next the child begins to talk, and, as we might expect, this first translation of the logic of recepts reveals the fact that as yet there is no _inward_ self-consciousness, but only outward: as yet the child has paid no _attention_ to his own mental states, further than to feel that he feels them; and in the result we find that the child speaks to himself as an object, _i.e._ by his proper name or in the third person. That is to say, “the child does not as yet set himself in opposition to all outer objects, including all other persons, but regards himself as one among many objects.”[119] The change of a child’s phraseology from speaking of self as an object to speaking of self as a subject does not take place—or but rarely so—till the third year. When it has taken place we have definite evidence of true self-consciousness, though still in a rudimentary stage. And it is doubtful whether this change would take place even at so early an age as the third year, were it not promoted by the “social environment.” For, as Mr. Sully observes, “the relation of self and not self, including that between the I and the You, is continually being pressed on the child’s attention by the language of others.”[120] But, taking this great change during the time of life when it is actually observed to be in progress, let us endeavour to trace the phases of its development. It will no doubt be on all hands freely conceded, that at least up to the time when a child begins to speak it has no beginning of any true or introspective consciousness of self; and it will further be conceded that when this consciousness begins to dawn, the use of language by a child may be taken as a fair exponent of all its subsequent progress. Now we have already seen that, long before any words are used indicative of even a dawning consciousness of self as self, the child has already advanced so far in its use of language as to frame implicit propositions. But lest it should be thought that my judgment in this matter is biased by the exigencies of my argument, I may again quote Mr. Sully as at once an impartial witness and a highly competent authority on matters of purely psychological doctrine.