To the number of words heard that already produce a definite movement are added the following new ones. The child is asked, "Where is the moon? the clock? the eye? the nose?" and he raises an arm, spreads the fingers, and looks in the proper direction. If I speak of "coughing," he coughs; of "blowing," he blows; of "kicking," he stretches out his legs; of "light," he blows into the air, or, if there is a lamp in sight, toward that, looking at it meantime—a reminiscence of the blowing out of matches and candles often seen by him. It requires great pains to get from him the affirmative nod of the head at the spoken "ja, ja." Not till the sixty-fourth week was this achieved by means of frequent repetition and forcible direction, and the movement was but awkwardly executed even later—months after. On hearing the "no, no," the negative shake of the head now appeared almost invariably, and this was executed as by adults without the least uncertainty.

The holding out of his hand at hearing "Give the hand," occurs almost invariably, but is not to be regarded as a special case of understanding of the syllable "give," for the word "hand" alone produces the same result.

All these accomplishments, attained by regular training, do not afford the least evidence of an understanding of what is commanded when the sound-impression is converted into motor impulse. It is rather a matter of the establishment of the recollection of the customary association of both during the interval of deliberation. The words and muscular contractions that belong together are less often confounded, and the physiological part of the process takes less time, but its duration is noticeably prolonged when the child is not quite well. He deliberates for as much as twelve seconds when the question is asked him, "Where is the rogue?" and then responds with the proper gesture (p. 115).

The sixteenth month brought few new articulate utterances of sound, none associated with a definite meaning; on the other hand, there was a marked progress in repeating what was said to the child, and especially in the understanding of words heard.

Among the sounds of his own making are heard—along with the hae! hae-oe! ha-ĕ! hĕ-ĕ! that even in the following months often expresses desire, but often also is quite without meaning—more seldom hi, goe-goe, goe, f-pa (the f for the first time), [(au], and more frequently ta, dokkn, ta-ha, a-bwa-bwa, bŭā-bŭ-ā, and, as if by accident, once among all sorts of indefinable syllables, dagon. Further, the child—as was the case in the previous month—likes to take a newspaper or a book in his hands and hold the print before his face, babbling ae-ĕ, ae-ĕ, ae-ĕ, evidently in imitation of the reading aloud which he has often observed. By giving the command, "Read!" it was easy to get this performance repeated. Besides this, it is a delight to the child to utter a syllable—e. g., bwa or ma—over and over, some six times in succession, without stopping. As in the previous month, there are still the whispered attoe and hattoe, at the hiding of the face or of the light, at the shutting of a fan, or the emptying of a soup-plate, together with the dakkn, with the combinations of syllables made out of ta, pa, ma, na, at, ap, am, an, and with moemoe. The papa and mama do not, however, express an exclusive relation to the parents. Only to the questions, "Where is papa?" "Where is mamma?" he points toward them, raising his hand with the fingers spread. Pain is announced by loud and prolonged screaming; joy by short, high-pitched, piercing crowing, in which the vowel i appears.

Of isolated vowels, a only was correctly repeated on command. Of syllables, besides those of the previous month, moe and ma; and here the child's excessive gayety over the success of the experiment is worthy of remark. He made the discovery that his parrot-like repetition was a fresh source of pleasure, yet he could not for several weeks repeat again the doubled syllables, but kept to the simple ones, or responded with all sorts of dissimilar ones, like attob, or said nothing. The syllable ma was very often given back as hoema and hoemoe; pa was never given back, but, as had been the case previously, only ta and tai were the responses, made with great effort and attention, and the visible purpose of repeating correctly. To the word "danke," pronounced for him with urgency innumerable times, the response is dakkn, given regularly and promptly, and this in the following months also. If all persuasion failed, and the child were then left to himself without any direction of his attention, then not infrequently new imitations of sounds would be given correctly—e. g., when I said "bo"—but these, again, would no longer succeed when called for. Indeed, such attempts often broke down utterly at once. Thus the child once heard a hen making a piteous outcry, without seeing the creature, and he tried in vain to imitate the sound, but once only, and not again. On the other hand, he often succeeds in repeating correctly movements of the tongue made for him to see, as the thrusting out of the tongue between the lips, by reason of the extraordinary mobility of his tongue and lips; he even tries to smack in imitation. The more frequent partial contractions of the tongue, without attempts at speaking, are especially surprising. On one side, toward the middle of the tongue, rises a longitudinal swelling; then the edges are brought together, so that the tongue almost forms a closed tube; again, it is turned completely back in front. Such flexibility as this hardly belongs to the tongue of any adult. Besides, the lips are often protruded a good deal, even when this is not required in framing vocables.

The gain in the understanding of words heard is recognizable in this, that when the child hears the appropriate word, he takes hold, with thumb and forefinger, in a most graceful manner, of nose, mouth, beard, forehead, chin, eye, ear, or touches them with the thumb. But in doing this he often confounds ear and eye, chin and forehead, even nose and ear. "O" serves in place of "Ohr" (ear); "Au" in place of "Auge" (eye). In both cases the child soon discovered that these organs are in pairs, and he would seize with the right hand the lobe of my left and of my right ear alternately after I had asked "Ear?" How easily in such cases a new sound-impression causes confusion is shown by the following fact: After I had at one time pointed out one ear, and had said, "Other ear," I succeeded, by means of repetition, in getting him to point out this other one also correctly every time. Now, then, the thing was to apply what had been learned to the eye. When one eye had been pointed out, I asked, "Where is the other eye?" The child grasped at an ear, with the sight of which the sound "other" was now associated. Not till long after (in the twentieth month) did he learn to apply this sound of himself to different parts of the body. On the other hand, he understands perfectly the significance of the commands, "Bring, fetch, give——"; he brings, fetches, gives desired objects, in which case, indeed, the gesture and look of the speaker are decisive; for, if these are only distinctly apprehended, it does not make much difference which word is said, or whether nothing is said.

In the seventeenth month, although no disturbance of the development took place, there was no perceptible advance in the utterance of thoughts by sounds, or in the imitation of syllables pronounced by others, or in articulation, but there was a considerable increase of the acoustic power of discrimination in words heard and of the memory of sounds.

Of syllables original with the child, these are new: Bibi, nae-nae-nae—the first has come from the frequent hearing of "bitte"; the last is an utterance of joy at meeting and an expression of the desire to be lifted up. Otherwise, longing, abhorrence, pleasure and pain, hunger and satiety, are indicated by pitch, accent, timbre, intensity of the vocal sounds, more decidedly than by syllables. A peculiar complaining sound signifies that he does not understand; another one, that he does not wish. In place of atta, at the change of location of an object perceived, comes often a t-to and hoet-to, with the lips much protruded. But, when the child himself wishes to leave the room, then he takes a hat, and says atta, casting a longing look at his nurse, or repeatedly taking hold of the door.

Of voluntary attempts to imitate sounds, the most noteworthy were the efforts to give the noise heard on the winding of a time-piece, and to repeat tones sung.

The associations of words heard with seen, tangible objects on the one hand, and, on the other hand, with definite co-ordinated muscular movements, have become considerably more numerous. Thus the following are already correctly distinguished, being very rarely confounded: Uhr (clock), Ohr (ear); Schuh (shoe), Stuhl (chair), Schulter (shoulder), Fuss (foot); Stirn (forehead), Kinn (chin); Nase (nose), blasen (blow); Bart (beard), Haar (hair); heiss (hot), Fleisch (meat).

In addition to the above, eye, arm, hand, head, cheek, mouth, table, light, cupboard, flowers, are rightly pointed out.

The child so often obeys the orders he hears—"run," "kick," "lie down," "cough," "blow," "bring," "give," "come," "kiss"—that when he occasionally does not obey, the disobedience must be ascribed no longer, as before, to deficient understanding, but to caprice, or, as may be discerned beyond a doubt from the expression of his countenance, to a genuine roguishness. Thus the spoken consonants are at last surely recognized in their differences of sound.

In the eighteenth month this ability of the ear to discriminate, and with it the understanding of spoken words, increases. "Finger, glass, door, sofa, thermometer, stove, carpet, watering-pot, biscuit," are rightly pointed out, even when the objects, which were at first touched, or merely pointed at, along with loud and repeated utterance of those words, are no longer present, but objects like them are present. Say "Finger," and the child takes hold of his own fingers only; "Ofen" (stove), then he invariably at first looks upward ("oben"). Besides the earlier commands, the following are correctly obeyed: "Find, pick up, take it, lay it down." Hand him a flower, saying, "Smell," and he often carries it to his nose without opening his mouth.

The repeating of syllables spoken for him is still rare; "mamma" is responded to by ta. The voluntary repeating of syllables heard by chance is likewise rare; in particular, "jaja" is now repeated with precision.

The atta, which used to be whispered when anything disappeared from the child's field of vision, has changed to tto and t-tu and ftu, with pouting of the lips.

In the monologues appear naei, mimi, paepae, mimiae, pata, rrrrr, the last uvular and labial for minutes at a time. But these meaningless utterances are simply signs of well-being in general, and are gladly repeated from pleasure in the exercise of the tongue and lips. The tongue still vibrates vigorously with fibrillar contractions when it is at rest, the mouth being open.

Characteristic for this period is the precision with which the various moods of feeling are expressed, without articulate sounds, by means of the voice, now become very high and strong, in screaming and crowing, then again in wailing, whimpering, weeping, grunting, squealing; so that the mood is recognized by the voice better than ever before, especially desire, grief, joy, hunger, willfulness, and fear. But this language can not be represented by written characters.

The same holds good of the nineteenth month, in which bawling and babbling are more rare, the spontaneous sound-imitations are more frequent, the vocal cords are strained harder, the mechanism of articulation works with considerably more ease; the understanding and the retention of spoken words have perceptibly increased, but no word of the child's own, used always in the same sense, is added.

When the child has thrown an object from the table to the floor, he often follows it with his gaze and whispers, even when he does not know he is observed, atta or t-ta, which is here used in the same sense with tuff or ft or ftu, for "fort" (gone).

When he had taken a newspaper out of the paper-basket and had spread it on the floor, he laid himself flat upon it, holding his face close to the print, and said—evidently of his own accord, imitating, as he had done before, the reading aloud of the newspaper, which had often been witnessed by him—repeating it for a long time in a monotonous voice, e-ja-e-e-ja nanana ana-na-na atta-ana āje-ja sā; then he tore the paper into many small pieces, and next turned the leaves of books, uttering pa-pa-ab ta hoe-oe-ĕ moemoemoem hoe-oenĕ.

Such monologues are, however, exceptional at this period, the rule being uniform repetitions of the same syllable, e. g., habb habb habb habb habbwa habbua.

Screaming when water of 26 deg. C. was poured over him in the bath appeared, a few days after the first experiment of this sort, even before the bathing, at sight of the tub, sponge, and water. Previously, fear had only in very rare cases occasioned screaming, now the idea of the cold and wet that were to be expected was enough to occasion violent screaming. After about three weeks of daily bathing with water from 18 to 24 deg. C., however, the screaming decreased again. The experience that a pleasant feeling of warmth succeeded, may have forced the recollection of the unpleasant feeling into the background. But the screaming can not at all be represented by letters; ae and oe do not suffice. The same is true of the screaming, often prolonged, before falling asleep in the evening, which occurs not seldom also without any assignable occasion, the child making known by it his desire to leave the bed. As this desire is not complied with, the child perceives the uselessness of the screaming, and at length obeys the command, "Lie down," without our employing force or expedients for soothing him.

How far the power of imitation and of articulation is developed, is shown especially by the fact that now, at last, pa is correctly pronounced in response; in the beginning ta was still frequently the utterance, then ba, finally pa almost invariably given correctly.

Further, these results were obtained:

Words said to him. Response. bitte bis, bits, bit, bets, beest, be, bi, bit-th (Eng., th). hart hatt, att, haat. Fleisch da-ich, dai-s-ch, dai-s-j. ma moe, ma.

In bits appears with perfect distinctness (as already in the fifteenth month) the very rare ts = z. The "hart" was once only confounded with "haar," and responded to by grasping at the hair. The bits soon served to add force to the putting together of the hands in the attitude of begging; it is thus the first attempt at the employment of a German word to denote a state of his own, and that the state of desire. The other words said to him, and illustrated by touching and putting the hands upon objects, could not be given by him in response. When he was to say "weich" (soft), "kalt" (cold), "nass" (wet), he turned his head away in repugnance, as formerly. To "nass" he uttered in reply, once only, na. Smacking, when made for him, was imitated perfectly. The early morning hours, in which the sensibility of the brain is at its highest, are the best adapted to such experiments; but these experiments were not multiplied, in order that the independent development might not be disturbed.

The progress in the discrimination of words heard, and in the firm retention of what has been repeatedly heard, is shown particularly in more prompt obedience, whether in abstaining or in acting.

To the list of objects correctly pointed out upon request are added "leg, nail, spoon, kettle," and others. It is noteworthy, too, that now, if the syllables pa and ma, or papa and mamma, are prefixed to the names of the known parts of the face and head, the child points these out correctly; e. g., to the question "Where is Mamma-ear," the child responds by taking hold of the ear of his mother, and to "papa-ear," of that of his father; so with "nose, eye," etc. But if asked for "mamma-beard," the child is visibly embarrassed, and finally, when there is a laugh at his hesitation, he laughs too.

The old tricks, "How tall is the child?" and "Where is the little rogue?" which have not been practiced for months past, have been retained in memory, for when in the eighty-second week I brought out both questions with urgency, the child bethought himself for several seconds, motionless, then suddenly, after the first question, raised both arms. After the other question he likewise considered for several seconds, and then pointed to his head as he used to do. His memory for sound-impressions often repeated and associated with specific movements is consequently good.

In the twentieth month there was an important advance to be recorded in his manner of repeating what was said to him. Suddenly, on the five hundred and eighty-fourth day, the child is repeating correctly and without difficulty words of two syllables that consist either of two like syllables—for the sake of brevity I will call these like-syllabled—or of syllables the second of which is the reverse of the first—such I call reverse-syllabled. Thus of the first class are papa, mama, bebe, baba, neinei, jaja, bobo, bubu; of the second class, otto, enne, anna; these are very frequently given back quickly and faultlessly at this period, after the repetition of the single syllables pa, ma, and others had gone on considerably more surely than before, and the child had more often tried of himself to imitate what he heard. These imitations already make sometimes the impression of not being voluntary. Thus the child once—in the eighty-third week—observed attentively a redstart in the garden for two full minutes, and then imitated five or six times, not badly, the piping of the bird, turning round toward me afterward. It was when he saw me that the child first seemed to be aware that he had made attempts at imitation at all. For his countenance was like that of one awaking from sleep, and he could not now be induced to imitate sounds. After five days the spectacle was repeated. Again the piping of the bird was reproduced, and in the afternoon the child took a cow, roughly carved out of wood, of the size of the redstart, made it move back and forth on the table, upon its feet, and chirped now as he had done at sight of the bird; imagination was here manifestly much excited. The wooden animal was to represent the bird, often observed in the garden, and nesting in the veranda; and the chirping and piping were to represent its voice.

On the other hand, words of unlike syllables, like "Zwieback" (biscuit), "Butterbrod," are either not given back at all or only in unrecognizable fashion, in spite of their being pronounced impressively for him. "Trocken" (dry) yields sometimes tokkĕ, tokko, otto. Words of one syllable also offer generally great difficulties of articulation: thus "warm" and "weich" become wāi, "kalt" and "hart" become hatt. Although "bi" and "te" are often rightly given each by itself, the child can not combine the two, and turns away with repugnance when he is to reproduce "bi-te." The same thing frequently happens, still, even with "mamma" and "papa." But the child, when in lively spirits, very often pronounces of his own accord the syllables "bi" and "te" together, preferring, indeed, bidth (with English th) and beet to "bitte." In place of "adjoe" (adieu) he gives back adē and adjē. Nor does he succeed in giving back three syllables; e. g., the child says papa, but not "papagei", and refuses altogether to repeat "gei" and "pagei." The same is true of "Gut," "Nacht," although he of himself holds out his hand for "Gute Nacht."

When others laugh at anything whatsoever, the child laughs regularly with them, a purely imitative movement.

It is surprising that the reproducing of what is said to him succeeds best directly after the cold bath in the morning, when the child has been screaming violently and has even been shivering, or when he is still screaming and is being rubbed dry, and, as if resigned to his fate, lies almost without comprehension. The will, it would seem, does not intrude here as a disturbing force, and echolalia manifests itself in its purity, as in the case of hypnotics. The little creature is subdued and powerless. But he speedily recovers himself, and then it is often quite hard to tell whether he will not or can not say the word that is pronounced to him.

The understanding of single words, especially of single questions and commands, is considerably more prompt than in the previous month. Without there being any sort of explanation for it, this extraordinary understanding is here, manifesting itself particularly when the child is requested to fetch and carry all sorts of things. He has observed and touched a great deal, has listened less, except when spoken to. All training in tricks and performances, an evil in the modern education of children hard to avoid, was, however, suppressed as far as possible, so that the only new things were "making a bow" and "kissing the hand." The child practices both of these toward the end of the month, without direction, at coming and going. Many new objects, such as window, bed, knife, plate, cigar, his own teeth and thumbs, are correctly pointed out, if only the corresponding word is distinctly pronounced. Yet "Ofen" and "oben" are still confounded.

To put into written form the syllables invented by the child independently, and to get at a sure denotation of objects by them, is exceedingly difficult, particularly when the syllables are merely whispered as the objects are touched, which frequently occurs. At the sight of things rolled noisily, especially of things whirling in a circle, the child would utter rodi, otto, rojo, and like sounds, in general, very indistinctly. Only one new concept could with certainty be proved to be associated with a particular sound. With dā and ndā, frequently uttered on the sudden appearance of a new object in the field of vision, in a lively manner, loudly and with a peculiarly demonstrative accent—also with tā and ntā—the child associates, beyond a doubt, existence, coming, appearing, shooting forth, emerging, in contrast with the very often softly spoken, whispered atta, f-tu, tuff, which signifies "away" or "gone." If I cover my head and let the child uncover it, he laughs after taking off the handkerchief, and says loudly da; if I leave the room, he says atta or haetta, or ft or t-ta, generally softly; the last of these, or else hata, he says if he would like to be taken out himself. In the eighty-seventh week we went away on a journey, and on the railway-train the child, with an expression of terror or of anxious astonishment, again and again said attah, but without manifesting the desire for a change of place for himself, even by stretching out his arms.

Two words only—papa for father, and baet or bit for "bitte," are, besides, rightly applied of the child's own accord. The prolonged screaming, from wantonness, of nānānānā, nom-nom, hāhā, lālā, chiefly when running about, has no definite meaning. The child exercises himself a good deal in loud outcry, as if he wanted to test the power of his voice. These exercises evidently give him great pleasure. Still the highest crowing tones are no longer quite so high and piercing as they were formerly. The vocal cords have become larger, and can no longer produce such high tones. The screaming sounds of discontent, which continue to be repeated sometimes till hoarseness appears, but rarely in the night, have, on the contrary, as is the case with the shrill sounds of pain, scarcely changed their character, hae-e, hae-ae-ae-ĕ, ĕ. They are strongest in the bath, during the pouring on of cold water.

The child, when left to himself, keeps up all the time his loud readings ("Lesestudien"). He "reads" in a monotonous way maps, letters, newspapers, drawings, spreading them out in the direction he likes, and lies down on them with his face close to them, or holding the sheet with his hands close to his face, and, as before, utters especially vowel-sounds.

In the twenty-first month imitative attempts of this kind became more frequent; but singularly enough the babbling—from the eighty-ninth week on—became different. Before this time vowels were predominant, now more consonants are produced. When something is said for the child to reproduce that presents insuperable difficulties of articulation, then he moves tongue and lips in a marvelous fashion, and often says ptoe-ptoe, pt-pt, and verlapp, also dla-dla, without meaning, no matter what was the form of the word pronounced to him. In such practice there often appears likewise a wilfulness, showing itself in inarticulate sounds and the shaking of the head, even when it is merely the repetition of easy like-syllabled words that is desired. Hence, in the case of new words, it is more difficult than before, or is even impossible to determine whether the child will not or whether he can not reproduce them. Words of unlike syllables are not repeated at all, not even "bitte." In place of "danke" are heard dang-gee and dank-kee; the former favorite dakkn is almost never heard. In most of the attempts at sound imitation, the tendency to the doubling of syllables is worthy of notice. I say "bi," and the answer is bibi; then I say "te," and the answer is te-te. If I say "bi-te," the answer is likewise bibi; a single time only, in spite of daily trial, the answer was bi-te, as if by oversight.

This doubling of syllables, involuntary and surely contrary to the will of the child, stands in remarkable contrast with the indolence he commonly shows in reproducing anything said, even when the fault is not to be charged to teasing, stubbornness, or inability. The child then finds more gratification in other movements than those of the muscles of speech. The babbling only, abounding in consonants, yields him great pleasure, particularly when it is laughed at, although it remains wholly void of meaning as language. Yet bibi, like baebae, for "bitte," is correctly used by the child of his own accord.

A new word, and one that gives notice of a considerable advance, is the term used by the child when hungry and thirsty, for "milk" or "food." He says, viz., with indescribable longing in his voice, mimi, more rarely than before maemae and moemoem (page 85). The first appellation was certainly taken from the often-heard "milk" by imitation, and applied to biscuit and other kinds of food. If the child, when he has eaten enough, is asked, "Do you want milk?" he says without direction, neinein; he has thus grasped and turned to use already the signification of the sound. The same is, perhaps, true also of "ja." For previously, when I asked the child as he was eating, "Does it taste good?" he was silent, and I would say, "Say jaja," and this would be correctly repeated. But in the ninety-first week he, of his own accord, answers the question with jaja—"yes, yes." This, too, may rest simply on imitation, without a knowledge of the meaning of the ja, and without an understanding of the question; yet there is progress in the recollection of the connection of the sound "schmeckt's" with jaja, the intermediate links being passed over.

In other cases, too, the strength of the memory for sounds is plainly manifested. To all questions of an earlier period, "Where is the forehead, nose, mouth, chin, beard, hair, cheek, eye, ear, shoulder?" the child now at once pointed correctly in every instance, although he might not have answered them for anybody even once for two weeks. Only the question, "Where is the thumb?" made him hesitate. But when the thumb had been again shown to him (firmly pressed), he knew it, and from that time pointed it out invariably without delay. To the question, "Where is the eye?" he is accustomed to shut both eyes quickly at the same time and to open them again, and then to point to my eye; to the question, "Axel's eye?" he responds by pointing to his own; to the question, "The other eye?" by pointing to the one not touched.

In the understanding of what is spoken astonishing progress has been made—e. g., if I say, "Go, take the hat and lay it on the chair!" the child executes the order without considering more than one or two seconds. He knows the meaning of a great number of words that no one has taught him—e. g., "whip, stick, match, pen." Objects of this sort are surely distinguished by the child, for, upon receiving orders, he gets, picks up, brings, lays down, gives these things each by itself.

This understanding of spoken words is the more surprising, as his repetition of them continues still to be of a very rudimentary character. With the exception of some interjections, especially jāĕ as a joyous sound and of crowing sounds, also screaming sounds, which, however, have become more rare, the child has but few expressions of his own with a recognizable meaning; ndae, ndae, da is demonstrative "da" ("there") at new impressions.

Att, att, att, is unintelligible, perhaps indicative of movement.

Attah means "we are off" (upon setting out) and "I want to go" ("ich will fort"); tatass, tatass is unintelligible, possibly a sound-imitation.

When traveling by rail the child tried several times to imitate the hissing of the steam of the locomotive.

In the twenty-second month again there are several observations to record, which show the progress in understanding, the strengthening of the memory, and the greater facility in articulation. The child executes the orders given him with surprising accuracy, although the words spoken have not previously been impressed on him separately. Here, indeed, it is essential to consider the looks and gestures of those who give the orders; but the child also does what I request of him without looking at me. Instances of confusion among the words known to him are also perceptibly more rare. Once I asked him very distinctly, "Where's the moon?" (Mond), and for answer the child pointed to his mouth (Mund). But the error was not repeated.

The strength of the word-memory appears particularly in this, that all the objects learned are more quickly pointed out on request than they were previously, and the facility of articulation is perceived in the multiplying of consonants in the monologues and in the frequent spontaneous utterance of pss, ps, ptsch (once), and pth (Engl.). The child says, without any occasion, pa-ptl-dae, pt, and gives a loud greeting from a distance with h[=aa]-oe, with ada, and ana.

It seemed to me remarkable that the boy began several times without the least incitement to sing tolerably well. When I expressed my approval of it, he sprang about, overjoyed. At one time he sang, holding his finger on his tongue, first rollo, rollo, innumerable times, then mama, mama, maemae, mama.

The progress in the sound-mechanism is most plainly discerned in the greater certainty in reproducing what is spoken. Thus, "pst" is correctly given, and of reverse-syllabled words, very accurately, "anna, otto, alla, appa, enne"; of unlike-syllabled words, "lina," but still, notwithstanding many trials, not yet "bitte." For the first time three-syllabled words also, plainly pronounced to him, were correctly given back, viz., a-mama and a-pa-pa, as the child names his grandparents. Hitherto the vowels e, i, o, u, could not be correctly given every time, but "a" could be so given as before. When the reproduction of any new word that is too hard is requested—e. g., "gute Nacht"—the child at this period regularly answers tapĕta, pĕta, pta, and ptoe-ptoe, also rateratetat, expressing thereby not merely his inability, but also, sometimes roguishly, his disinclination to repeat.

Ja ja and nein nein, along with da and bibi (with or without folding of the hands, for "bitte"), and mimi, continue still to be the only words taken from the language of adults that are used by the child in the proper sense when he desires or refuses anything. Apart from these appear inarticulate sounds, uttered even with the mouth shut. The intense cry of pain, or that produced by cold or wet or by grief at the departure of the parents (this with the accompaniment of abundant tears and the drawing of the corners of the mouth far down), makes the strongest contrast with the crowing for joy, particularly that at meeting again.

The twenty-third month brought at length the first spoken judgment. The child was drinking milk, carrying the cup to his mouth with both hands. The milk was too warm for him, and he set the cup down quickly and said, loudly and decidedly, looking at me with eyes wide open and with earnestness, heiss (hot). This single word was to signify "The drink is too hot!" In the same week, at the end of the ninety-ninth, the child of his own accord went to the heated stove, took a position before it, looked attentively at it, and suddenly said with decision, hot (heiss)! Again, a whole proposition in a syllable. In the sixty-third week for the first time the child had reproduced the word "hot" pronounced to him. Eight and a half months were required for the step from the imitative hot to the independent hot as expressive of his judgment. He progressed more rapidly with the word "Wasser," which was reproduced as watja, and was called out longingly by the thirsty child a few weeks afterward. He already distinguishes water and milk in his own fashion as watja and mimi. Yet mimmi, moemoe, and māmā still signify food in general, and are called out often before meal-times by the impatient and hungry child. The primitive word atta is likewise frequently uttered incidentally when anything disappears from the child's field of vision or when he is himself carried away. The other sound-utterances of this period proceeding from the child's own impulse are interesting only as exercises of the apparatus of articulation. Thus, the child not seldom cries aloud oi or eu (aeu); further, unusually loud, ana, and for himself in play, ida, didl, dadl, dldo-dlda, and in singing tone opojoe, apojopojum aui, heissa. With special pleasure the child, when talking to himself, said papa, mama, maemae, mimi, momo, of his own accord, but not "mumu"; on the other hand, e-mama-ma-memama, mi, ma, moe, ma. His grandparents he now regularly designates by e-papa and e-mama. He knows very well who is meant when he is asked, "Where is grandmamma? Grandpapa?" And several days after leaving them, when asked the question, e. g., on the railway-train, he points out of the window with a troubled look. The understanding of words heard is, again, in general more easy. The child for the most part obeys at once when I say, "drink, eat, shut, open, pick it up, turn around, sit, run!" Only the order "come!" is not so promptly executed, not, however, on account of lack of understanding, but from willfulness. That the word-memory is becoming firm is indicated particularly by the circumstance that now the separate parts of the face and body are pointed out, even after pretty long intervals, quickly and upon request, on his own person and that of others. When I asked about his beard, the child (after having already pointed to my beard), in visible embarrassment, pointed with his forefinger to the place on his face corresponding to that where he saw the beard on mine, and moved his thumb and forefinger several times as if he were holding a hair of the beard between them and pulling at it, as he had had opportunity to do with mine. Here, accordingly, memory and imagination came in as supplementary to satisfy the demand made by the acoustic image.

The greatest progress is to be recorded in this month in regard to the reproduction of syllables and words. A perfecting of the process is apparent in the fact that when anything is said for him to repeat, his head is not turned away in unwillingness so often as before, in case the new word said to him is too difficult, nor are all sorts of incoherent, complicated sounds (paterateratte) given forth directly upon the first failure of the attempt at imitation. Thus, the following words were at this period, without systematic exercises, incidentally picked up (give, as before, the German pronunciation to the letters):

Spoken to him. Reproduced. Ohr, Oa(r). Tisch, Tiss. Haus, Hausesess. Hemd, Hem. Peitsche, Paitsch, Paitse. Wasser, Wass, Watja. Hand, Hann. Heiss, Haiss. Auge, Autschge. Butter, Buotoe. Eimer, Aima. Bitte, Bete, Bite. Blatt, Batn. Tuch, Tuhs. Papier, Patn, Pai. Fort, Wott. Vater, Fa-ata. Grete, Deete. Karl, Kara. Alle, Alla. Alle, Alla. Mund, Munn. Finger, Finge. Pferd, Pfowed, Fowid. Gute Nacht, Nag-ch Na. Guten Tag, Tatach. Morgen, Moigjen. Axel, Akkes, Aje, Eja.

The four words, Paitsch or Paitse, Bite, Watja, and Haiss, are uttered now and then by the child without being said to him, and their use has regard to the meaning contained in them. His whip and his pail he learned to name quickly and correctly. His own name, Axel, on the contrary, he designates by the favorite interjections Aje, Eja. On the whole, variety of articulation is on the increase as compared with the previous month, but the ability to put syllables together into words is still but little developed. Thus, e. g., the child reproduces quite correctly "je," and "ja," and "na." But if any one says to him "Jena" or "Jana," the answer runs regularly nena or nana, and only exceptionally, as if by chance, jena. Further, he repeats correctly the syllables "bi" and "te" when they are given to him, and then also bi-te; afterward, giving up the correct imitation, he says beti, but can not reproduce ti-be or tebi. "Bett, Karre, Kuk," are correctly repeated.

Finally, echolalia, not observed of late, appears again. If the child hears some one speak, he often repeats the last syllable of the sentence just finished, if the accent were on it—e. g., "What said the man?" man; or "Who is there?" there? "Nun?" (now) nou (n[=oo]). Once the name "Willy" was called. Immediately the child likewise called ŭilē, with the accent on the last syllable, and repeated the call during an hour several dozens of times; nay, even several days later he entertained himself with the stereotyped repetition. Had not his first echo-play produced great merriment, doubtless this monotonous repetition would not have been kept up. In regard to the preference of one or another word the behavior of those about the child is not merely influential, but is alone decisive. I observed here, as I had done earlier, that urgent exhortations to repeat a new word have generally a much worse result than is obtained by leaving the child to himself. The correct, or at any rate the best, repetitions were those made when the child was not spoken to. Even adults can imitate others in their manner of speaking, their dialect, even their voice, much better when not called upon to do it, but left entirely to their own inclination. The wish or command of others generates an embarrassment which disturbs the course of the motor processes. I resolved, consequently, to abandon in the following month all attempts to induce the child to reproduce sounds, but to observe so much the more closely what he might say of his own accord.

In the last month of the second year of his life this leaving of him to himself proved fruitful in results to this extent—that voluntary sound-imitations gained considerably in frequency and accuracy. Particularly, genuine echolalia manifested itself more at this period in the repeating of the last syllables of sentences heard, the meaning of which remained unintelligible to the child; and of single words, the sense of which became gradually clear to him by means of accompanying gestures. Thus, the word "Herein!" (Come in!) was repeated as an empty sound, and then arein, harrein, haarein, were shouted strenuously toward the door, when the child wanted to be let in; ab (off) was uttered when a neck-ribbon was to be loosened. Moigen signified "Guten Morgen!" na, "Gute Nacht!" To the question, "Was thun wir morgen?" (What shall we do to-morrow?) comes the echo-answer moigen. In general, by far the greater part of the word-imitations are much distorted, to strangers often quite unintelligible. Ima and Imam mean "Emma," dakkngaggngaggn again means "danke," and betti still continues to signify "bitte." Only with the utmost pains, after the separate syllables have been frequently pronounced, appear dang[=ee] and bitt[=ee]. An apple (Apfel) is regularly named apfel[=ee]l[=ee] (from Apfelgelee); a biscuit (Zwieback), wita, then wijak; butter, on the contrary, is often correctly named. Instead of "Jawohl," the child almost invariably says wolja; for "Licht" list and lists; for "Wasser," watja still as before; for "pfui" he repeats, when he has been awkward, ūi, and often adds a pott or putt in place of "caput." "Gut" is still pronounced ūt or tut, and "fort," okk or ott. All the defects illustrated by these examples are owing rather to the lack of flexibility in the apparatus of articulation—even stammering, tit-t-t-t, in attempting to repeat "Tisch," appears—than to imperfect ability to apprehend sounds. For the deficiency of articulation shows itself plainly when a new word is properly used, but pronounced sometimes correctly and sometimes incorrectly. Thus, the "tsch" hitherto not often achieved (twentieth month), and the simple "sch" in witschi and wesch, both signifying "Zwetschen," are imperfect, although both sounds were long ago well understood as commands to be silent, and Zwetschen (plums) have been long known to the child. Further, the inability to reproduce anything is still expressed now and then by raterateratera; the failure to understand, rather by a peculiar dazed expression of countenance, with an inquiring look.

With regard to the independent application of all the words repeated, in part correctly, in part with distortions, a multiplicity of meanings is especially noteworthy in the separate expressions used by the child. The primitive word atta, used with uncommon frequency, has now among others the following significations: "I want to go; he is gone; she is not here; not yet here; no longer here; there is nothing in it; there is no one there; it is empty; it is nowhere; out there; go out." To the question "Where have you been?" the child answers, on coming home, atta, and when he has drunk all there was in the glass, he likewise says atta. The concept common to all the interpretations adduced, "gone," seems to be the most comprehensive of all that are at the child's disposal. If we choose to regard a word like this atta as having the force of a whole sentence, we may note many such primitive sentences in this month. Thus, mann means, on one occasion, "A man has come," then almost every masculine figure is named mann; auff, accompanied with the offering of a key, signifies the wish for the opening of a box, and is cried with animation after vain attempts to open a watch. The concepts "male being" and "open" are thus not only clear, but are already named with the right words. The distinguishing of men from women appears for months past very strikingly in this, that the former only are greeted by reaching out the hand. The manifold meaning of a single word used as a sentence is shown particularly in the cry of papa, with gestures and looks corresponding to the different meanings of it. This one word, when called out to his father, means (1) "Come play with me"; (2) "Please lift me up"; (3) "Please give me that"; (4) "Help me get up on the chair"; (5) "I can't," etc.

The greatest progress, however, is indicated by the combination of two words into a sentence. The first sentence of this sort, spoken on the seven hundred and seventh day of his life at the sight of the house that was his home, was haim, mimi, i. e., "I would like to go home and drink milk." The second was papa, mimi, and others were similar. Contrasted with these first efforts at the framing of sentences, the earlier meaningless monologues play only a subordinate part; they become, as if they were the remains of the period of infancy, gradually rudimentary: thus, pipapapai, breit, barai. A more important fact for the recognition of progress in speaking is that the words are often confounded, e. g., watja and buotoe (for butter). In gestures also and in all sorts of performances there are bad cases of confusion almost every day; e. g., the child tries to put on his shoes, holding them with the heel-end to his toes, and takes hold of the can out of which he pours the milk into his cup by the lip instead of the handle. He often affirms in place of denying. His joy is, however, regularly expressed by loud laughing and very high tones; his grief by an extraordinarily deep depression of the angles of the mouth and by weeping. Quickly as this expression of countenance may pass over into a cheerful one—often on a sudden, in consequence of some new impression—no confusion of these two mimetic movements takes place.

In the first month of the third year of life the progress is extraordinary, and it is only in regard to the articulatory mechanism that no important new actions are to be recorded. The child does not pronounce a perfect "u," or only by chance. Generally the lips are not enough protruded, so that "u" becomes "ou"; "Uhr" and "Ohr" often sound almost the same. The "i" also is frequently mixed with other vowel-sounds, particularly with "e." Probably the corners of the mouth are not drawn back sufficiently. With these exceptions the vowels of the German language now offer hardly any difficulties. Of the consonants, the "sch" and "cht" are often imperfect or wanting. "Waschtisch" is regularly pronounced waztiz, and "Gute Nacht" gna.

The sound-imitations of every kind are more manifold, eager, and skillful than ever before. Once the child even made a serious attempt to reproduce ten words spoken in close succession, but did not succeed. The attempt proves all the same that the word-imitation is now far beyond the lower echo-speech; yet he likes to repeat the last words and syllables of sentences heard by him even in the following months. Here belongs his saying so when any object is brought to the place appointed for it. When the reproduction is defective, the child shows himself to be now much more amenable to correction. He has become more teachable. At the beginning of the month he used to say, when he wanted to sit, ette then etse, afterward itse; but he does not yet in the present month say "setzen" or "sitzen." Hitherto he could repeat correctly at the utmost two words said for him. Now he repeats three, and once even four, imperfectly: papa, beene, delle, means "Papa, Birne, Teller," and is uttered glibly; but "Papa, Birne, Teller, bitte," or "Papa, Butter, bitte," is not yet repeated correctly, but pata, butte, betti, and the like; only very seldom, in spite of almost daily trial, papa, beene, delle, bittee.

Evidence of the progress of the memory, the understanding, and the articulation, is furnished in the answers the child gave when I asked him, as I touched various objects, "What is that?" He replied:

Autse, for Auge (eye). Nana, " Nase (nose). Ba, " Backe (back). Baat, " Bart (beard). Oe, Oa, " Ohr (ear). Opf, " Kopf (head). Tenn, " Kinn (chin). Taene, " Zaehne (teeth). Hai, " Haar (hair). Ulter, " Schulter (shoulder). Aam, " Arm (arm). Ann, " Hand (hand). Wier, " Finger (finger). Daima, " Daumen (thumb). Anu, " Handschuh (glove). Bain, " Bein (leg).

But not one word has the child himself invented. When a new expression appears it may be surely traced to what has been heard, as uppe, oppee, appee, appei, to "Suppe." The name alone by which he calls on his nurse, wola, seemed hard to explain. If any one says, "Call Mary," the child invariably calls wola. It is probable, as he used to call it wolja, that the appellation has its origin in the often-heard "ja wohl."

The correct use of single words, picked up, one might say, at random, increases in a surprising manner. Here belong baden, reiputtse, for "Reissuppe," la-ock for "Schlafrock," boter for "Butter," Butterbrod, Uhr, Buch, Billerbooch for "Bilderbuch." In what fashion such words now incorporated into the child's vocabulary are employed is shown by the following examples: Tul (for "Stuhl") means—(1) "I should like to be lifted up on the chair; (2) My chair is gone; (3) I want this chair brought to the table; (4) This chair doesn't stand right." If the chair or other familiar object is broken, then it is still styled putt (for "caput," gone to smash); and if the child has himself broken anything he scolds his own hand, and says oi or oui, in place of "pfui" (fie)! He wants to write to his grandmother, and asks for Papier, a daitipf (for "Bleistift," pencil), and says raiwe (for "schreiben," write).

That misunderstandings occur in such beginnings of speech seems a matter of course. All that I observed, however, were from the child's standpoint rational. Some one says, "Schlag das Buch auf" (Open the book, but meaning literally "Strike upon the book"), and the child strikes upon the book with his hands without opening it. He does the same when one says, "Schlag auf das Buch" (Strike upon the book). Or we say, "Will you come? one, two!" and the child, without being able to count, answers, "Three, four." He has merely had the sequence 1, 2, 3, 4, said over to him frequently. But, on the whole, his understanding of words heard, particularly of commands, has considerably advanced; and how far the reasoning faculty has developed is now easily seen in his independent designations for concepts. For example, since his delight at gifts of all sorts on his birthday, he says burtsa (for Geburtstag, birthday) when he is delighted by anything whatever. Another instance of childish induction was the following: The child's hand being slightly hurt, he was told to blow on his hand and it would be better. He did blow on his hand. In the afternoon he hit his head against something, and he began at once to blow of his own accord, supposing that the blowing would have a soothing effect, even when it did not reach the injured part.

In the forming of sentences considerable progress is to be recorded. Yet only once has the child joined more than four words in a sentence, and rarely three. His sentences consisting of two words, which express a fact of the present or of the immediate past, are often, perhaps generally, quite unintelligible to strangers. Thus, danna kuha signifies "Aunt has given me cake"; Kaffee nain, "There is no coffee here"; and mama etsee or etse is intelligible only by means of the accompanying gesture as the expression of the wish, "Mamma, sit by me." Helle pumme signifies the wish to help (helfen) in pumping, and is uttered at the sight of persons pumping water.

The following sentence consisting of five words is particularly characteristic of this period, because it exhibits the first attempt to relate a personal experience. The child dropped his milk-cup and related mimi atta teppa papa oi, which meant "Milch fort [auf den] Teppich, Papa [sagte] pfui." (Milk gone [on] carpet, Papa [said] "Fie!") The words adopted by the child have often a very different meaning from that which they have in the language of adults, being not entirely misunderstood but peculiarly interpreted by the imitator. Thus, pronouns, which are not for a long time yet understood in their true sense, signify objects themselves or their qualities. Dein bett means "the large bed."

In the twenty-sixth month a large picture-book, with good colored pictures, was shown to the child by me every day. Then he himself would point out the separate objects represented, and those unknown to him were named to him, and then the words were repeated by him. Thus were obtained the following results:

Said to him. His imitation. Blasebalg (bellows), ba-a-bats, blasabalitz. Saugflasche (nursing-bottle), augflaze. Kanone (cannon), nanone. Koffer (trunk), towwer, toffer, pfoffa, poffa, toff-wa. Fuchs (fox), fuhts. Kaffeekanne (coffee-urn), taffeetanne, pfafee-tanne. Frosch (frog), frotz. Klingel (bell), linli (learned as ingeling and linlin). Besen (broom), bēsann, beedsen, beedsenn. Stiefel (boot), tiefel, stibbell, tihbell, tibl. Nest (nest), netz. Storch (stork), toich. Giesskanne (watering-pot), tietstanne, ihtstanne, ziesstanne. Fisch (fish), fiz. Zuckerhut (sugar-loaf), ukkahut. Vogel (bird), wodal. Kuchen (cake), tuche, tuchēn (hitherto kuha). Licht (light), lihts, lits. Schlitten (sled), lita, litta. Tisch (table), tiss. Nuss (nut), nuhuss, nuss. Kaffeetopf (coffee-pot), poffee-topf. Hund (dog), und. Brief (letter), dief. Elephant, elafant. Fledermaus (bat), lebamaunz, fleedermauz. Kamm (comb), damm, lamm, namm. Schwalbe (swallow), baubee. Staar (starling), tahr.

Of his own accord the child pointed out with certainty in the picture-book—

haem, hae-em, hemm for Helm (helmet). hoerz " Hirsch (stag). tawell " Tafel (table). lompee, lamp['=e] " Lampe (lamp). lotz " Schloss (castle). benne " Birne (pear). torb " Korb (basket). onne-erm " Sonnenschirm (parasol). flatse " Flasche (bottle). wetsa " Zwetschen (plums). clawelier " Clavier (piano). littl, litzl, luetzl " Schluessel (key). loewee " Loewe (lion). ofa " Ofen (stove). ūă " Uhr (watch). tint, kint " Kind (child). naninchae " Kaninchen (rabbit). manne " Pfanne (pan). tomml, tromml " Trommel (drum). tuhl " Stuhl (chair).

With these words, the meaning of which the child knows well, though he does not yet pronounce them perfectly, are to be ranked many more which have not been taught him, but which he has himself appropriated Thus, tola for Kohlen (coals), dals for Salz (salt). Other words spontaneously appropriated are, however, already pronounced correctly and correctly used, as Papier (paper), Holz (wood), Hut (hat), Wagen (carriage), Teppich (carpet), Deckel (cover), Milch, Teller (often tellĕ), Frau, Mann, Maeuse. These cases form the minority, and are striking in the midst of the manifold mutilations which now constitute the child's speech. Of these mutilations some are, even to his nearest relatives who are in company with the child every day, unintelligible or only with great pains to be unriddled. Thus, the child calls himself Attall instead of Axel; says also rraeus Atsl for "heraus Axel," i. e., "Axel wants to go out." He still says bita for "bitte," and often mima or mami for Marie; apf for "Apfel." The numerous mutilations of the words the child undertakes to speak are not all to be traced to defect of articulation. The "sch" is already perfectly developed in Handschuh; and yet in other words, as appears from the above examples, it is either simply left out or has its place supplied by z and ss. Further, it sounds almost like wantonness when frequently the surd consonant is put in place of the sonant one or vice versa; when, e. g., puch (for Buch) puecherr is said on the one hand, and wort instead of "fort" on the other. Here belongs likewise the peculiar staccato manner of uttering the syllables, e. g., pil-ter-puch (Bilder-buch—picture-book). At other times is heard a hasty billerbuch or pillerpuch.

The babbling monologues have become infrequent and more of a play with words and the syllables of them, e. g., in the frequently repeated papa-ŭ-a-ŭa.

On the other hand, independent thoughts expressed by words are more and more multiplied. Here is an example: The child had been extraordinarily pleased by the Christmas-tree. The candles on it had been lighted for three evenings. On the third evening, when only one of its many lights was burning, the child could not leave it, but kept taking a position before it and saying with earnest tone, gunna-itz-boum, i. e., "Gute nacht, Christbaum!" The most of his sentences still consist of two words, one of which is often a verb in the infinitive. Thus, helle mama, helle mami, i. e., "helfen (help) Mama, Marie!" and bibak tommen, i. e., "der Zwieback soll kommen" (let the biscuit come); or tsee machen (make c)—on the piano the keys c, d, e, had often been touched separately by the little fingers accidentally, and the applause when in response to the question, "Where is c?" the right key was touched, excited the wish for repetition; roth, druen machen (make red or green)—the child was instructed by me in the naming of colors; and dekkn pilen, i. e., "Verstecken spielen" (play hide and seek). In quite short narratives, too, the verbs appear in the infinitive only. Such accounts of every-day occurrences—important to the child, however, through their novelty—are in general falling into the background as compared with the expression of his wishes in words as in the last-mentioned cases. Both kinds of initiatory attempts at speaking testify more and more plainly to awakening intellect, for, in order to use a noun together with a verb in such a way as to correspond to a wish or to a fact experienced, there must be added to the imitation of words heard and to the memory of them something which adapts the sense of them to the outward experiences at the time and the peculiar circumstances, and associates them with one another. This something is the intellect. In proportion as it grows, the capacity for being taught tricks decreases and the child is already ashamed to answer by means of his former gestures the old questions, "Where is the little rogue?" "How tall?" etc.

But how far from the intellect of the older child is that of the child now two years and two months old appears from this fact, that the latter has not the remotest notion of number. He repeats mechanically, many times over, the words said for him, one, two, three, four, five; but when objects of the same sort are put before him in groups, he confounds all the numbers with one another in spite of countless attempts to bring the number 2 into firm connection with the sound two, etc. Nor does he as yet understand the meaning of the frequently repeated "danke" (thanks), for, when the child has poured out milk for himself, he puts down the pitcher and says dankee.

One more remark is to be made about the names of animals. These names are multiplying in this period, which is an important one in regard to the genesis of mind. Ask, "What is the animal called?" and the answer runs, mumu, kikeriki, bauwau, piep-piep, and others. No trace of onomatopoetic attempts can be discovered here. The child has received the names pronounced to him by his nurse and has retained them; just so hotto for "Pferd" (horse), like lingeling for "Klingel" (bell). None the less every healthy child has a strong inclination to onomatopeia. The cases already reported prove the fact satisfactorily. The echolalia that still appears now and then really belongs to this. Inasmuch as in general in every onomatopoetic attempt we have to do with a sound-imitation or the reproducing of the oscillations of the tympanum as nearly as possible by means of the vocal cords, all attempts of the speechless child to speak are ultimately of onomatopoetic character in the earliest period; but from the present time on sound-imitation retires before the reasoning activity, which is now shooting forth vigorously in the childish brain.

In the twenty-seventh month the activity of thought manifests itself already in various ways. The independent ideas, indeed, move in a narrowly limited sphere, but their increasing number testifies to the development of the intellect. Some examples may be given:

The child sees a tall tree felled, and he says as it lies upon the ground, pick up! Seeing a hole in a dressing-gown, he says, naeĕn (sew)! In his play he sometimes says to himself, dib acht (take care)! To the question, "Did it taste good?" the child answers while still eating, mekk noch (schmeckt noch), "It does taste good," thus distinguishing the past in the question from the present. The development of observation and comparison is indicated by the circumstance that salt is also called sand. On the other hand, the feeling of gratitude is as yet quite undeveloped. The child, as in the previous month, says dankee to himself when, e. g., he has opened his wardrobe-door alone. The word is thus as yet unintelligible to him, or it is used in the sense of "so" or "succeeded." His frequent expressions of pity are striking. When dolls are cut out of paper, the child weeps violently in the most pitiful manner, for fear that in the cutting a head (Topf) may be taken off. This behavior calls to mind the cries of arme wiebak (armer Zwieback—poor biscuit)! when a biscuit is divided, and arme holz (poor wood)! when a stick of wood is thrown into the stove. Nobody has taught the child anything of that sort.

The independent observations which he expresses correctly but very briefly in a form akin to the style of the telegraphic dispatch are now numerous, e. g.:

Tain milch: There is no milk here.

Lammee aus, lampee aus: The flame, the lamp, is gone out.

Dass la-okk: That is the dressing-gown (Schlafrock).

Diss nicht la-okk: This is not the dressing-gown.

His wishes the child expresses by means of verbs in the infinitive or of substantives alone. Thus, papa auf-tehen (papa, get up), frue-tuekken (breakfast), aus-taigen (get out), nicht blasen (not blow—in building card-houses), pieldose aufziehn (wind up the music-box), and biback (I should like a biscuit). Into these sentences of one, two, and three words there come, however, single adverbs not before used and indefinite pronouns, like ēēn and ĕ in tann ēēn nicht or tannĕ nicht, for "kann er nicht" or "kann es nicht." Butter drauf (butter on it), Mama auch tommen (mamma come, too), noch mehr (more), blos Wasser (only water), hier (here), are the child's own imperatives. Schon wieder (again) he does indeed say of his own accord on fitting occasions; but here he is probably repeating mechanically what he has heard. In all, the forming of a word that had not been heard as such, or that had not come from what had been heard through mutilation, has been surely proved in only a single instance. The child, viz., expressed the wish (on his seven hundred and ninety-sixth day) to have an apple pared or cut up, by means of the word messen. He knows a knife (Messer) and names it rightly, and while he works at the apple with a fork or a spoon or anything he can get hold of, or merely points at it with his hand, he says repeatedly messen! Only after instruction did he say Messer neiden (mit dem Messer schneiden—cut with the knife). Here for the first time a wholly new word is formed. The concept and the word "knife" ("Messer") and the concept, "work with the knife," were present, but the word "schneiden" (cut) for the last was wanting, as also was "schaelen" (pare). Hence, both in one were named messen (for "messern," it may be). The two expressions that used to be heard many times daily, the name wola for the nurse Mima (Mary) and atta, have now almost disappeared. Atta wesen for "draussen gewesen" (been out) is still used, it is true, but only seldom. In place of it come now weg, fort, aus, and allall, in the sense of "empty," "finished." The too comprehensive, too indefinite concept atta has broken up into more limited and more definite ones. It has become, as it were, differentiated, as in the embryo the separate tissues are differentiated out of the previously apparently homogeneous tissue.

In the period of rapid development now attained, the child daily surprises us afresh by his independent applications of words just heard, although many are not correctly applied, as tochen haiss (boiling hot), said not only of the milk, but also of the fire.

When words clearly comprehended are used in a different sense from that in which adults use them—incorrectly used, the latter would say—there is, however, no illogical employment of them on the part of the child. For it is always the fact, as in the last example, that the concept associated with the word is taken in a more extended sense. The very young child infers a law from a few, even from two observations, which present some agreement only in one respect, and that perhaps a quite subordinate respect. He makes inductions without deliberation. He has heard milk called "boiling hot," he feels its warmth, and then feels the warmth of the stove, consequently the stove also is "boiling hot"; and so in other cases. This logical activity, the inductive process, now prevails. The once favorite monologues, pure, meaningless exercises of articulation, of voice and of hearing, are, on the contrary, falling off. The frequent repetition of the same syllable, also of the same sentence (lampee aus), still survives particularly in animated expressions of wish, erst essen (first eat), viel milch (much milk), mag-e-nicht (don't like it). Desire for food and for playthings makes the child loquacious, much more than dislike does, the latter being more easily manifested by means of going away, turning around, turning away. The child can even beg on behalf of his carved figures of animals and men. Pointing out a puppet, he says tint ain tikche apfl! Fuer das kind ein Stueckchen Apfel! (A bit of apple for the child.)

Notwithstanding these manifold signs of a use of words that is beginning to be independent, the sound and word imitation continues to exist in enlarged measure. Echolalia has never, perhaps, been more marked, the final words of sentences heard being repeated with the regularity of a machine. If I say, "Leg die Feder hin" (Lay the pen down)! there sounds in response a feder hin. All sorts of tones and noises are imitated with varying success; even the whistle of the locomotive, an object in which a passionate interest is displayed; the voices of animals; so also German, French, Italian, and English words. The French nasal "n" (in bon, orange), however—even in the following months—as well as the English "th," in there (in spite of the existence of the right formation in the fifteenth month), is not attained. The child still laughs regularly when others laugh, and on his part excites merriment through exact reproduction of separate fragments of a dialogue that he does not understand, and that does not concern him; e. g., da hastn (da hast Du ihn) (there you have him), or aha sistĕ (siehst Du) (do you see)? or um Gottes willen (for God's sake), the accent in these cases being also imitated with precision. But in his independent use of words the accentuation varies in irregular fashion. Such an arbitrary variation is bitte and bi-tĕ. Beti no longer appears.

As a noteworthy deficiency at this period is to be mentioned the feeble memory for often-prescribed answers to certain questions. To the question of a stranger, "What is your name?" the child for the first time gave of his own accord the answer Attsell (Axel), on the eight hundred and tenth day of his life. On the other hand, improper answers that have been seriously censured remain fixed in his recollection. The impression is stronger here. The weakness of memory is still shown most plainly when we try to make intelligible to the child the numerals one to five. It is a failure. The sensuous impression that one ball makes is so different from that which two balls make, the given words one and two sound so differently, that we can not help wondering how one and two, and likewise three, four, five, are confounded with one another.

A question has not yet been uttered by the child. The frequent ist das signifies merely "das ist," or it is the echo of the oft-heard question, "Was ist das?" and is uttered without the tone of interrogation. The articles are not used at all yet; at any rate, if used, they are merely imitated without understanding.

The defects of articulation are now less striking, but only very slowly does the correct and distinct pronunciation take the place of the erroneous and indistinct. We still have regularly:

buecher-rank for Buecherschrank (book-case). frai takkee " Fraeulein Starke (Miss Starke). ērĕ, tseer " Schere (shears). raibĕ, raiben " Schreiben (u. Zeichnen) (write or draw). nur " Schnur (string). neiderin " Schneiderin (tailoress). dsoen (also schoen) " schoen (pretty). lafen " schlafen (sleep). pucken " spucken (spit). dsehen (also sehen) " sehen (see).

The sounds "sch" and "sch" in the "st" as well as in the "sp" ("schneiden, Spiel") are often omitted without any substitute (naidă, taign, piel); more seldom their place is supplied by "s," as in swer = "schwer" for "muede." Yet ks, ts are often given with purity in bex, bux, Axl. The last word is often pronounced Atsĕl and Atsli (heard by him as "Axeli"), very rarely Akkl; in "Aufziehen" the "z" is almost always correctly reproduced. Further, we still have

locotiwe for Locomotive. nepf " Knoepfe (buttons). ann-nepf " anknoepfen. nits " nichts (nothing).

"Milch" is now permanently named correctly; no longer mimi, mich; Wasser, wassa, no longer watja. But "gefaehrlich" is called faehrlich; "getrunken," trunken.

The twenty-eighth month is characterized by a rapid increase of activity in the formation of ideas, on the one hand, and by considerably greater certainty in the use of words, on the other. Ambition is developed and makes itself known by a frequent lainee (allein, alone). The child wants to undertake all sorts of things without help. He asks for various objects interesting to him, with the words Ding haben (have the thing). That the faculty of observation and of combination is becoming perfected, is indicated by the following: The child sees an ox at the slaughter-house and says mumu (moo-moo); I add "todt" (dead); thereupon comes the response mumu todt, and after a pause the child says, of his own accord, lachtett (geschlachtet, slaughtered); then Blut heraus (blood out). The beginning of self-control is perceived in this, that the child often recollects, of himself, the strict commands he has received to refrain from this and that. Thus, he had been accustomed to strike members of the family in fun, and this had been forbidden him. Now, when the inclination seizes him still to strike, he says emphatically nicht lagen (schlagen,—not strike), Axel brav (good). In general the child names himself only by his name, which he also tells to strangers without being asked. His parents, and these alone, are mostly named Papa and Mama, but often also by their names.

The following is a proof of independent thinking while the understanding of language is still imperfect: At breakfast I say, "Axel is breakfasting with papa, is he not (nicht wahr)?" He replies earnestly, with genuine child-logic, doch wahr (but he is)!

The earlier appellation swer and wer (schwer—heavy) for muede (tired) is preserved. This transference, like the other one, locotiwe wassa trinkt, when the engine is supplied with water, is the intellectual peculium of the child. The number of such childish conceptions has now become very large. On the other hand, the words independently formed out of what has been heard are not numerous:

beisst for gebissen (bitten), reit " geritten (ridden), esst " gegessen (eaten), wesen " gewesen (been), austrinkt " ausgetrunken (drunk up), tschulter " Schulter (shoulder),

must be considered as mutilations, not as new formations. The great number of words correctly pronounced and used continues, on the other hand, to increase. There are even decided attempts to use single prepositions: Nepfe (Knoepfe) fuer Mama (buttons for mamma) may be simple repetition, like Axel mit Papa; but as utterances of this kind were not formerly repeated by him, though just as often made in his hearing, the understanding of the "fuer" and "mit" must now be awakened. From this time forth the understanding of several prepositions and the correct use of them abide. In addition there come into this period the first applications of the article. However often this part of speech may have been reproduced from the speech of others, it has never been said with understanding; but now in the expressions um'n Hals and fuer'm Axel (around the neck and for (the) Axel) there lies the beginning of right use of the article, and, indeed, also in the months immediately succeeding, almost solely of the definite article.

But more significant psychogenetically than all progress of this kind in the manipulation of language is the questioning that becomes active in this month. Although I paid special attention to this point from the beginning, I first heard the child ask a question of his own accord on the eight hundred and forty-fifth day of his life. He asked, "Where is Mima?" From that time on questions were more frequent; but in the time immediately following this his question was always one relating to something in space. The word "Where?" continued for a long time to be his only interrogative. He has also for a long time understood the "Where?" when he heard it. If, e. g., I asked, "Where is the nose?" without giving any hint by look or otherwise, this question has for months past been correctly answered by a movement of the child's arm to his nose. It is true that my question, "What is that?" a much more frequent one, is likewise answered correctly, although the word "What?" has never been used by the child.

His cleverness in reproducing even foreign expressions is surprising. The words pronounced for him by Italians (during a pretty long sojourn on Lake Garda), e. g., uno, due, tre, are given back without the least German accent. "Quattro," to be sure, became wattro, but ancora piccolo was absolutely pure. The imitation of the marching of soldiers, with the frequent cry batelon eins sŭai (battalion, one, two), already gives him the greatest pleasure. The imagination that is active in it is to be discerned, however, rather in gestures than in words. How lively the child's power of imagination is appears also in the fact that flat figures rudely cut out of newspaper, to represent glasses and cups, are carried to the mouth like real ones.

The articulation has again become a little more perfected, but in many respects it is still a good deal deficient; thus, in regard to the "sch," he says:

abneiden for abschneiden (cut off). hirn " Stirn (forehead). verbrochen " versprochen (promised). lagn " schlagen (strike). runtergeluckt " heruntergeschluckt (swallowed). einteign " einsteigen (get in). On the other hand, aus-teign (Aussteigen) (alight).

Other defects of articulation are shown by the following examples:

topf for klopfen (knock). ueffte " lueften (take the air). leben " kleben (adhere). viloa, viloja, " Viola. dummi " Gummi (gum).

The l mouille can not be at all successfully given at the beginning of this month (batĕlōn for "bataillon"), and the nasal sounds in "orange" and "salon" offer insuperable difficulties (up to the second half of the fourth year). At the end of this month, however, I heard a ganzee bataljohn (j like English y). "Orange" continued to be, after oraanjee had been given up, orohsĕ. The softening (mouilliren—nj = n) was inconvenient in this case.

Quite correctly named at this period were eye, nose, cheek, tongue, mouth, ear, beard, hair, arm, thumb, finger.

Meaningless chatter has become much more rare. On the other hand, the child is in the habit of making all sorts of remarks, especially in the morning early after waking, for a quarter of an hour at a time and longer without interruption, these remarks for the most part consisting of a noun and verb and relating to objects immediately about him. Monologues also are given in a singing voice, syllables without meaning, often a regular singing, the child meantime running many times around the table; besides, his strong voice is not seldom practiced in producing high tones without any outward occasion; and, finally, it is worthy of note that sometimes in sleep, evidently when the child has a vivid dream, a scream is uttered. Talking in his sleep first appeared in his fourth year.

The greatest advance in the twenty-ninth month consists in the employment of the personal pronoun in place of his own name: bitte gib mir Brod (please give me bread) was the first sentence in which it appeared. "Ich" (I) is not yet said, but if I ask "Who is 'me'?" then the child names himself with his own name, as he does in general. Through this employment, more and more frequent from this time forth, of the pronoun instead of the proper name, is gradually introduced the inflection of the verbs he has heard; but at this time the imperative has its place generally supplied by the infinitive: Păpă sāgn and Ssooss sitzen. Sentences composed by himself, or heard and then used by him, like das meckt (schmeckt) sehr gut (that tastes very good), are rare; yet the discrimination between regular and irregular verbs has already begun to be made. To be sure, the question "Where have you been?" is answered with paziren gegeht (goed to walk), and ausgezieht is said for ausgezogen (drawed out), also geseht (seed) instead of gesehen (seen); but at the same time frequently eingetigen and ausgetigen, instead of ein- and aus-geteigt. An interesting, rare misformation was grefessen for "gefressen." The verbs most frequently used seem to be "haben" (have) and "kommen" (come), and the forms "hat" and "kommt" are indeed correctly used sometimes, e. g., viel Rauch kommt heraus (much smoke comes out), and gleich kommt Kaffee (the coffee is coming). While the infinitives "haben" and "kommen" are uttered several times a day, the infinitive "sein" (to be) is never heard; but of this auxiliary verb "ist" and "wesen" are used, the latter for "gewesen." In every instance where the child expresses a desire by means of a verb, he simply takes the infinitive; e. g., he hears, as he sits in the room, the noise of the railway-train at a distance, and he says, Locotiwe sehen.

Further, numbering begins to be active to a noteworthy degree. Although the numerals are already well known to the child, he still confounds them on all occasions, and in view of the absolute failure of the many attempts to teach the child the significance of the numbers 1, 2, 3, 4, 5, one might infer that he has not yet perceived the difference between, e. g., 3 matches and 4 matches; yet counting is already taking place, though in very unexpected fashion. The child began, viz., on the eight hundred and seventy-eighth day, suddenly, of his own accord entirely, to count with his nine-pins, putting them in a row, saying with each one, eins (one)! eins! eins! eins! afterward saying eins! noch eins (one more)! noch eins! noch eins! The process of adding is thus performed without the naming of the sums.

The questioning that appeared in the previous month, the surest sign of independent thought in the child, is somewhat more plainly manifest; but "Where" alone serves as the interrogative word, and that in its proper sense: Where is hat? "Which, who, why, when" are not spoken by the child and doubtless not understood, for, although succession in time is in many cases clear to him ("first eat," "then," "now"), yet in many other cases he does not know how to express distinctions of time; just as in comparing many and few, large and small objects, the quantity is wrongly given. Thus he says correctly, when many counters are to be brought together, Zuviel (too many), but says Zuviel wrongly for Zuwenig (too little) when there is too little butter on his bread. In this case the Zuviel (too much) sounds almost like irony, which, of course, is out of the question at his age. "Too much" and "too little" are confounded in the same way as 5 and 2. Yet, in another respect the memory has made a considerable gain. Expressions long since forgotten by those about the child are suddenly without assignable occasion sometimes uttered again with perfect distinctness, and the child even applies fitly what he has observed. Thus, he brings matches when he sees that some one wants to light a candle. I say to him, "Pick up the bread-crumbs." Upon this the child comes forward, though very slowly, cries out suddenly, Get broom, recollecting that he has seen the carpet swept, goes and gets the broom, and sweeps the crumbs away. His memory for the utterances of animals as they have been made for him is very good. If I ask, e. g., "What does the duck say?" the answer is Kuak kuak. He has gained also in certainty in naming the separate parts of a drawing, especially of a locomotive, so that one chief condition of speech, in the full sense of the word—memory—may be said to be well developed.