ife). Here for the
first time a wholly new word is formed. The concept and the word "knife"
("Messer") and the concept, "work with the knife," were present, but the
word "schneiden" (cut) for the last was wanting, as also was "schaelen"
(pare). Hence, both in one were named _messen_ (for "messern," it may
be). The two expressions that used to be heard many times daily, the
name _wola_ for the nurse Mima (Mary) and _atta_, have now almost
disappeared. _Atta wesen_ for "draussen gewesen" (been out) is still
used, it is true, but only seldom. In place of it come now _weg_,
_fort_, _aus_, and _allall_, in the sense of "empty," "finished." The
too comprehensive, too indefinite concept _atta_ has broken up into more
limited and more definite ones. It has become, as it were,
differentiated, as in the embryo the separate tissues are differentiated
out of the previously apparently homogeneous tissue.

In the period of rapid development now attained, the child daily
surprises us afresh by his independent applications of words just heard,
although many are not correctly applied, as _tochen haiss_ (boiling
hot), said not only of the milk, but also of the fire.

When words clearly comprehended are used in a different sense from that
in which adults use them--_incorrectly_ used, the latter would
say--there is, however, no _illogical_ employment of them on the part of
the child. For it is always the fact, as in the last example, that the
concept associated with the word is taken in a more extended sense. The
very young child infers a law from a few, even from two observations,
which present some agreement only in one respect, and that perhaps a
quite subordinate respect. He makes inductions without deliberation. He
has heard milk called "boiling hot," he feels its warmth, and then feels
the warmth of the stove, consequently the stove also is "boiling hot";
and so in other cases. This logical activity, the _inductive_ process,
now prevails. The once favorite monologues, pure, meaningless exercises
of articulation, of voice and of hearing, are, on the contrary, falling
off. The frequent repetition of the same syllable, also of the same
sentence (_lampee aus_), still survives particularly in animated
expressions of wish, _erst essen_ (first eat), _viel milch_ (much milk),
_mag-e-nicht_ (don't like it). Desire for food and for playthings makes
the child loquacious, much more than dislike does, the latter being more
easily manifested by m