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e has drunk all there was in the glass, he likewise says _atta_. The concept common to all the interpretations adduced, "gone," seems to be the most comprehensive of all that are at the child's disposal. If we choose to regard a word like this _atta_ as having the force of a whole sentence, we may note many such primitive sentences in this month. Thus, _mann_ means, on one occasion, "A man has come," then almost every masculine figure is named _mann_; _auff_, accompanied with the offering of a key, signifies the wish for the opening of a box, and is cried with animation after vain attempts to open a watch. The concepts "male being" and "open" are thus not only clear, but are already named with the right words. The distinguishing of men from women appears for months past very strikingly in this, that the former only are greeted by reaching out the hand. The manifold meaning of a single word used as a sentence is shown particularly in the cry of _papa_, with gestures and looks corresponding to the different meanings of it. This one word, when called out to his father, means (1) "Come play with me"; (2) "Please lift me up"; (3) "Please give me that"; (4) "Help me get up on the chair"; (5) "I can't," etc. The greatest progress, however, is indicated by the _combination of two words_ into a sentence. The first sentence of this sort, spoken on the seven hundred and seventh day of his life at the sight of the house that was his home, was _haim_, _mimi_, i. e., "I would like to go home and drink milk." The second was _papa_, _mimi_, and others were similar. Contrasted with these first efforts at the framing of sentences, the earlier meaningless monologues play only a subordinate part; they become, as if they were the remains of the period of infancy, gradually rudimentary: thus, _pipapapai_, _breit_, _barai_. A more important fact for the recognition of progress in speaking is that the words are often _confounded_, e. g., _watja_ and _buotoe_ (for _butter_). In gestures also and in all sorts of performances there are bad cases of confusion almost every day; e. g., the child tries to put on his shoes, holding them with the heel-end to his toes, and takes hold of the can out of which he pours the milk into his cup by the lip instead of the handle. He often affirms in place of denying. His joy is, however, regularly expressed by loud laughing and very high tones; his grief by an extraordinarily deep depression of the angles of the
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