infinitive: _P[)a]p[)a] s[=a]gn_ and _Ssooss sitzen_. Sentences
composed by himself, or heard and then used by him, like _das meckt_
(schmeckt) _sehr gut_ (that tastes very good), are rare; yet the
discrimination between regular and irregular verbs has already begun
to be made. To be sure, the question "Where have you been?" is
answered with _paziren gegeht_ (goed to walk), and _ausgezieht_ is
said for _ausgezogen_ (drawed out), also _geseht_ (seed) instead of
_gesehen_ (seen); but at the same time frequently _eingetigen_ and
_ausgetigen_, instead of _ein-_ and _aus-geteigt_. An interesting,
rare misformation was _grefessen_ for "gefressen." The verbs most
frequently used seem to be "haben" (have) and "kommen" (come), and
the forms "hat" and "kommt" are indeed correctly used sometimes, e. g.,
_viel Rauch kommt heraus_ (much smoke comes out), and _gleich
kommt Kaffee_ (the coffee is coming). While the infinitives "haben"
and "kommen" are uttered several times a day, the infinitive "sein"
(to be) is never heard; but of this auxiliary verb "ist" and "wesen"
are used, the latter for "gewesen." In every instance where the
child expresses a desire by means of a verb, he simply takes the
infinitive; e. g., he hears, as he sits in the room, the noise of
the railway-train at a distance, and he says, _Locotiwe sehen_.

Further, _numbering_ begins to be active to a noteworthy degree.
Although the numerals are already well known to the child, he still
confounds them on all occasions, and in view of the absolute failure of
the many attempts to teach the child the significance of the numbers 1,
2, 3, 4, 5, one might infer that he has not yet perceived the difference
between, e. g., 3 matches and 4 matches; yet counting is already taking
place, though in very unexpected fashion. The child began, viz., on the
eight hundred and seventy-eighth day, suddenly, of his own accord
entirely, to count with his nine-pins, putting them in a row, saying
with each one, _eins_ (one)! _eins!_ _eins!_ _eins!_ afterward saying
_eins!_ _noch eins_ (one more)! _noch eins!_ _noch eins!_ The process
of adding is thus performed without the naming of the sums.

The questioning that appeared in the previous month, the surest sign of
independent thought in the child, is somewhat more plainly manifest; but
"Where" alone serves as the interrogative word, and that in its proper
sense: Where is hat? "Which, who, why, when" are not spoken by the child
and doubtles