that the thing and the sound are first employed in a joint
activity, as a means of setting up an active connection between
the child and a grownup. Similar ideas or meanings spring up
because both persons are engaged as partners in an action where
what each does depends upon and influences what the other does.
If two savages were engaged in a joint hunt for game, and a
certain signal meant "move to the right" to the one who uttered
it, and "move to the left" to the one who heard it, they
obviously could not successfully carry on their hunt together.
Understanding one another means that objects, including sounds,
have the same value for both with respect to carrying on a common
pursuit.

After sounds have got meaning through connection with other
things employed in a joint undertaking, they can be used in
connection with other like sounds to develop new meanings,
precisely as the things for which they stand are combined. Thus
the words in which a child learns about, say, the Greek helmet
originally got a meaning (or were understood) by use in an action
having a common interest and end. They now arouse a new meaning
by inciting the one who hears or reads to rehearse imaginatively
the activities in which the helmet has its use. For the time
being, the one who understands the words "Greek helmet" becomes
mentally a partner with those who used the helmet. He engages,
through his imagination, in a shared activity. It is not easy to
get the full meaning of words. Most persons probably stop with
the idea that "helmet" denotes a queer kind of headgear a people
called the Greeks once wore. We conclude, accordingly, that the
use of language to convey and acquire ideas is an extension and
refinement of the principle that things gain meaning by being