gives out money (‘spends’) and the part taken by the person who demands a price or fixes the cost. Perhaps we get near this vague awareness of a relation when we are aiding a violinist to tune his instrument. We may know that his note and our piano note do not accord, and yet be quite unable to determine their exact relation, and to fix the one as higher, the other as lower. ----- Footnote 95: See _op. cit._, p. 420, also pp. 414 and 418. ----- An interesting variety of this extension of names to correlatives is the transference of the attributes of causal agent to passive object, and _vice versâ_. Thus a little girl of four called her parasol when blown by the wind ‘a windy parasol,’ and a stone that made her hand sore ‘a very sore stone’. A little Italian girl that had taken some nasty medicines expressed the fact by calling herself nasty (‘bimba cattiva’).[96] ----- Footnote 96: Paola Lombroso, _Saggi di Psicologia del Bambino_, p. 16. ----- There is much in the whole of these changes introduced by the child into the uses or meanings of words which may remind one of the changes which go on in the growth of languages in communities. Thus the child’s metaphorical use of words, his setting forth of an abstract idea by some analogous concrete image, has its counterpart, as we know, in the early stages of human language. Tribes which have no abstract signs employ a metaphor exactly as the child does. Our own language preserves the traces of this early figurative use of words; as in ‘imbecile,’ weak, which originally meant leaning on a staff, and so forth.[97] ----- Footnote 97: See Trench’s account of poetry in words, _On the Study of Words_, lect. vi. ----- Again, we may trace in the development of languages the counterpart of those processes by which children spontaneously expand what logicians call the denotation of their names. The word ‘sun’ has only quite recently undergone this kind of extension by being applied to other centres of systems besides our familiar sun. The multiplicity of meanings of certain words, as ‘post,’ ‘stock’ and so forth, points to the double process of assimilative and associative extension which we saw illustrated in the use of the child’s word ‘mambro’.