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