fterward, 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
_[)u]il[=e]_, 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_ signifi