s not understood, for, although succession in time is in
many cases clear to him ("first eat," "then," "now"), yet in many other
cases he does not know how to express distinctions of time; just as in
comparing many and few, large and small objects, the quantity is wrongly
given. Thus he says correctly, when many counters are to be brought
together, _Zuviel_ (too many), but says _Zuviel_ wrongly for _Zuwenig_
(too little) when there is too little butter on his bread. In this case
the _Zuviel_ (too much) sounds almost like irony, which, of course, is
out of the question at his age. "Too much" and "too little" are
confounded in the same way as 5 and 2. Yet, in another respect the
memory has made a considerable gain. Expressions long since forgotten by
those about the child are suddenly without assignable occasion sometimes
uttered again with perfect distinctness, and the child even applies
fitly what he has observed. Thus, he brings matches when he sees that
some one wants to light a candle. I say to him, "Pick up the
bread-crumbs." Upon this the child comes forward, though very slowly,
cries out suddenly, _Get broom_, recollecting that he has seen the
carpet swept, goes and gets the broom, and sweeps the crumbs away. His
memory for the utterances of animals as they have been made for him is
very good. If I ask, e. g., "What does the duck say?" the answer is
_Kuak kuak_. He has gained also in certainty in naming the separate
parts of a drawing, especially of a locomotive, so that one chief
condition of speech, in the full sense of the word--memory--may be said
to be well developed.

Articulation, on the contrary, makes slow progress. "Hirsch" is called
_Hirss_, "Schwalbe" _Walbe_, "Flasche" _Flassee_. The following are
generally correctly pronounced: _Treppe_, _Fenster_, _Krug_, _Kraut_,
_Kuchen_, _Helm_, _Besen_, _Cigarre_, _Hut_, _Giesskanne_, _Dinte_,
_Buch_, _Birne_. For "barometer, thermometer," he says _mometer_, for
"Schrauben" _raubn_, for "fruehstuecken" (to breakfast) still often
_fri-ticken_.

In the _thirtieth month_ the independent activity of thought develops
more and more. When the child is playing by himself, e. g., he often
says to himself: _Eimerchen ausleeren_ (make pail empty); _Hackemesser_
(chopping-knife). Thus his small vocabulary serves him at any rate for
making clear his own ideas. Already his thinking is often a low
speaking, yet only in part. When language fails him, he first considers
well.