eans of going away, turning around, turning away.
The child can even beg on behalf of his carved figures of animals and
men. Pointing out a puppet, he says _tint ain tikche apfl!_ Fuer das kind
_ein_ Stueckchen Apfel! (A bit of apple for the child.)

Notwithstanding these manifold signs of a use of words that is beginning
to be independent, the sound and word imitation continues to exist in
enlarged measure. Echolalia has never, perhaps, been more marked, the
final words of sentences heard being repeated with the regularity of a
machine. If I say, "Leg die Feder hin" (Lay the pen down)! there sounds
in response a _feder hin_. All sorts of tones and noises are imitated
with varying success; even the whistle of the locomotive, an object in
which a passionate interest is displayed; the voices of animals; so
also German, French, Italian, and English words. The French nasal "n"
(in _bon_, _orange_), however--even in the following months--as well as
the English "th," in _there_ (in spite of the existence of the right
formation in the fifteenth month), is not attained. The child still
laughs regularly when others laugh, and on his part excites merriment
through exact reproduction of separate fragments of a dialogue that he
does not understand, and that does not concern him; e. g., _da hastn_
(da hast Du ihn) (there you have him), or _aha sist[)e]_ (siehst Du) (do
you see)? or _um Gottes willen_ (for God's sake), the accent in these
cases being also imitated with precision. But in his independent use of
words the accentuation varies in irregular fashion. Such an arbitrary
variation is _bitte_ and _bi-t[)e]_. _Beti_ no longer appears.

As a noteworthy deficiency at this period is to be mentioned the feeble
memory for often-prescribed answers to certain questions. To the
question of a stranger, "What is your name?" the child for the first
time gave of his own accord the answer _Attsell_ (Axel), on the eight
hundred and tenth day of his life. On the other hand, improper answers
that have been seriously censured remain fixed in his recollection. The
impression is stronger here. The weakness of memory is still shown most
plainly when we try to make intelligible to the child the numerals one
to five. It is a failure. The sensuous impression that _one_ ball makes
is so different from that which two balls make, the given words _one_
and _two_ sound so differently, that we can not help wondering how one
and two, and likewise three, four