[101]. For lists of vocabularies and an analysis of their composition see Preyer, op. cit. (4th ed.), p. 372 ff.; Tracy, Psychology of Childhood, p. 76 ff.
[102]. See Preyer, op. cit., p. 361; Romanes, op. cit., p. 296 ff.
[103]. See Compayré, op. cit., p. 206.
[104]. Notes on the Development of a Child, p. 84.
[105]. Canton, The Invisible Playmate, p. 32, who adds that this exactly answers to the form, “Good my lord!”
[106]. See Romanes, op. cit., p. 116 f., where other examples may be found.
[107]. Annual Report of the Bureau of Ethnology, 1879-80, p. 391 ff.
[108]. It may be added that this child regularly used ‘not’ or ‘n’t’ as a negating or cancelling sign for the whole sentence, saying, for example, ‘Babba mus’n’t go in,’ for ‘Babba may stay out’.
[109]. A curious example of negative antithesis is given by Perez, op. cit., p. 196. On other analogies between the syntax of children and of deaf-mutes, see Compayré, op. cit., p. 251 f.
[110]. On Intelligence, pt. i., bk. i., chap. ii., sect. vi.