ed "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, _[=u]i_, and often adds a _pott_ or _putt_ in place of
"caput." "Gut" is still pronounced _[=u]t_ 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 h