out its ideas is
COMPOSITION; whereby it puts together several of those simple ones it
has received from sensation and reflection, and combines them into
complex ones. Under this of composition may be reckoned also that of
ENLARGING, wherein, though the composition does not so much appear as
in more complex ones, yet it is nevertheless a putting several ideas
together, though of the same kind. Thus, by adding several units
together, we make the idea of a dozen; and putting together the repeated
ideas of several perches, we frame that of a furlong.

7. Brutes compound but little.

In this also, I suppose, brutes come far short of man. For, though they
take in, and retain together, several combinations of simple ideas, as
possibly the shape, smell, and voice of his master make up the complex
idea a dog has of him, or rather are so many distinct marks whereby he
knows him; yet I do not think they do of themselves ever compound them,
and make complex ideas. And perhaps even where we think they have
complex ideas, it is only one simple one that directs them in the
knowledge of several things, which possibly they distinguish less by
their sight than we imagine. For I have been credibly informed that a
bitch will nurse, play with, and be fond of young foxes, as much as, and
in place of her puppies, if you can but get them once to suck her so
long that her milk may go through them. And those animals which have a
numerous brood of young ones at once, appear not to have any knowledge
of their number; for though they are mightily concerned for any of their
young that are taken from them whilst they are in sight or hearing, yet
if one or two of them be stolen from them in their absence, or without
noise, they appear not to miss them, or to have any sense that their
number is lessened.

8. Naming.

When children have, by repeated sensations, got ideas fixed in their
memories, they begin by degrees to learn the use of signs. And when
they have got the skill to apply the organs of speech to the framing of
articulate sounds, they begin to make use of words, to signify their
ideas to others. These verbal signs they sometimes borrow from others,
and sometimes make themselves, as one may observe among the new and
unusual names children often give to things in the first use of
language.

9. Abstraction.

The use of words then being to stand as outward mark of our internal
ideas, and those ideas being taken from particular thi