XXI. teine for Steine (stones); bimelein for Blümelein (little flowers); mamase for Mamachen (little mama); tettern for klettern (climb); Papa weint nis (Papa doesn't cry), first sentence (F1); Mamase, Täte artig—Tuss (means Mamachen, Käte ist wieder artig, gib ihr einen Kuss) (Mamma, darling, Katy is good again, give her a kiss) (F1); Amanda's Hut, Mamases Hirm (for Schirm) (Amanda's hat, mamma's umbrella), first use of the genitive case (F1); Mein Buch (my book); dein Ball (thy ball) (F1); das? for was ist das? (what is that?) in the tone of interrogation (F1) dida for Ida; lala for Rosalie; fadi for Fahne (flag); büda for Brüderchen (little brother); hu-e for Schuhe (shoes); mai maich, for meine Milch (my milk) (F2).
XXII. kusch for Kuss (kiss); sch generally used instead of s for months (F3).
XXIII. koka for Cacao; batt for Bett (bed); emmu for Hellmuth (light-heartedness); nanna mommom (Bon-bon); papa, appel for Papa, bitte einen Apfel (Papa, please, an apple) (F2); petscher for Schwester (sister); till for still; bils for Milch; hiba vata for lieber Vater (dear father) (F3).
XXIV. pija eine for eine Fliege (a fly); pipik for Musik. Sentences begin to be formed (F3).
XXV. pater for Vater (father); appelsine for Apfelsine (orange) (F2).
All these observations confirm my results in regard to articulation, viz., that in very many cases the more difficult sounds, i. e., those that require a more complicated muscular action, are either omitted or have their places supplied by others; but this rule does not by any means hold good universally: e. g., the sound preferred by F3, sch, is more difficult than s, and my child very often failed to produce it as late as the first half of the fourth year.
In the twenty-second month, in the case of the intelligent little girl F1, numbering began suddenly. She took small stones from a table in the garden, one after another, and counted them distinctly up to the ninth. The persons present could not explain this surprising performance (for the child had not learned to count) until it was discovered that on the previous day some one had counted the stairs for the child in going up. My child did not begin to count till the twenty-ninth month, and, indeed, although he knew the numbers (their names, not their meaning), he counted only by adding one to one (cf. above, p. 172). Sigismund's boy, long before he formed sentences, on seeing two horsemen, one following the other at a short interval, said, eite (for Reiter)! noch eins! This proves the activity of the faculty of numbering.
The boy F3, at the age of two and two thirds years, still said schank for Schrank and nopf for Knopf, and, on being told to say Sch-r-ank plainly, he said rrr-schank. This child from the thirty-first month on made much use of the interrogative words. Warum? weshalb? he asked at every opportunity; very often, too, was? wer? wo? (Why? wherefore? what? who? where?); sometimes was? four or five times when he had been spoken to. When the meaning of what had been said was made plain, then the child stopped asking questions.
The little girl F4, in her thirteenth month, always says, when she sees a clock, didda (for "tick-tack," which has been said to her), and imitates with her finger the movement of the pendulum. It was noticed of this child that, when not yet five months old, she would accompany a song, sung for her by her mother, with a continuous, drawling äh-äh-äh; but, as soon as the mother stopped, the child became silent also. The experiment was one day (the one hundred and forty-fifth of the child's life) repeated nine times, with the same result.
I have myself repeatedly observed that babes in the fourth month respond to words spoken in a forcible, pleasant manner with sounds indeterminate often, with ö-ĕ and other vowels. There is no imitation in this, but a reaction that is possible only through participation of the cerebrum, as in the case of the joyous sounds at music at an earlier period.