ABSTRACT
Talking about things is so distinctively human that special effort is needed to see that there is anything puzzling in it. It takes work to discover that naming, a natural ingredient of speaking and writing, is not as transparent as it evidently seems to be to a fluent child. There is more work in deciding what sort of puzzle it is. In the Introduction I stressed ontology; but the problem is broader than that. Where would one put ‘naming’ in a college curriculum?
