when objects of the same sort are put before him in groups,
he confounds all the numbers with one another in spite of countless
attempts to bring the number 2 into firm connection with the sound two,
etc. Nor does he as yet understand the meaning of the frequently
repeated "danke" (thanks), for, when the child has poured out milk for
himself, he puts down the pitcher and says _dankee_.

One more remark is to be made about the names of animals. These names
are multiplying in this period, which is an important one in regard to
the genesis of mind. Ask, "What is the animal called?" and the answer
runs, _mumu_, _kikeriki_, _bauwau_, _piep-piep_, and others. No trace of
onomatopoetic attempts can be discovered here. The child has received
the names pronounced to him by his nurse and has retained them; just so
_hotto_ for "Pferd" (horse), like _lingeling_ for "Klingel" (bell). None
the less every healthy child has a strong inclination to onomatopeia.
The cases already reported prove the fact satisfactorily. The echolalia
that still appears now and then really belongs to this. Inasmuch as in
general in every onomatopoetic attempt we have to do with a
sound-imitation or the reproducing of the oscillations of the tympanum
as nearly as possible by means of the vocal cords, all attempts of the
speechless child to speak are ultimately of onomatopoetic character in
the earliest period; but from the present time on sound-imitation
retires before the reasoning activity, which is now shooting forth
vigorously in the childish brain.

In the twenty-seventh month the activity of thought manifests itself
already in various ways. The independent ideas, indeed, move in a
narrowly limited sphere, but their increasing number testifies to the
development of the intellect. Some examples may be given:

The child sees a tall tree felled, and he says as it lies upon the
ground, _pick up_! Seeing a hole in a dressing-gown, he says,
_nae[)e]n_ (sew)! In his play he sometimes says to himself, _dib
acht_ (take care)! To the question, "Did it taste good?" the child
answers while still eating, _mekk noch_ (schmeckt noch), "It _does_
taste good," thus distinguishing the past in the question from the
present. The development of observation and _comparison_ is
indicated by the circumstance that salt is also called _sand_. On
the other hand, the feeling of gratitude is as yet quite
undeveloped. The child, as in the previous month, says _dankee_ to
himself