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ause they are the most trustworthy and the most delicate means of expression for ideas. If ideas are not expressed at all, or not intelligibly, their possessor can not use them, can not correct or make them effective. Those ideas only are of value, as a general thing, which continue to exist after being communicated to others. Communication takes place with accuracy (among human beings) only by means of words. It is therefore important to know how the child learns to speak words, and then to use them. I have above designated, as the chief difficulty for the child in the formation of words, the establishment of a connection between the central storehouse for sense-impressions--i. e., the sensory centers of higher rank--with the intercentral path of connection between the center-for-sounds and the speech-motorium. After the establishment of these connections, and long after ideas have been formed, the sound-image of the word spoken by the mother, when it emerges in the center-for-sounds directly after the rise of a clear idea, is now repeated by the child accurately, or, in case it offers insurmountable difficulties of articulation for pronunciation, inaccurately. This fact of _sound-imitation_ is fundamental. Beyond it we can not go. Especially must be noted here as essential that it appears to be an entirely indifferent matter what syllables and words are employed for the first designation of the child's ideas. Were one disposed to provide the child with false designations, he could easily do it. The child would still connect them logically. If taught further on that two times three are five, he would merely give the _name_ five to what is six, and would soon adopt the usual form of expression. In making a beginning of the association of ideas with articulate syllables, such syllables are, as a rule, employed (probably in all languages) as have already been often uttered by the child spontaneously without meaning, because these offered no difficulties of articulation; but only the child's family put meaning into them. Such syllables are _pa_, _ma_, with their doubled form _papa_, _mama_, for "father" and "mother," in connection with which it is to be observed that the meaning of them is different in different languages and even in the dialects of a language. For _maman_, _mama_, _mama_, _mamme_, _mammeli_, _moemme_, _mam_, _mamma_, _mammeken_, _memme_, _memmeken_, _mamm[)e]l[)e]_, _mammi_, are at the same time child-wo
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