ittle
flowers); _mamase_ for _Mamachen_ (little mama); _tettern_ for
_klettern_ (climb); _Papa weint nis_ (Papa doesn't cry), first sentence
(F_{1}); _Mamase, Taete artig--Tuss_ (means _Mamachen, Kaete ist wieder
artig, gib ihr einen Kuss_) (Mamma, darling, Katy is good again, give
her a kiss) (F_{1}); _Amanda's Hut_, _Mamases Hirm_ (for Schirm)
(Amanda's hat, mamma's umbrella), first use of the genitive case
(F_{1}); _Mein Buch_ (my book); _dein Ball_ (thy ball) (F_{1}); _das?_
for _was ist das?_ (what is that?) in the tone of interrogation (F_{1})
_dida_ for _Ida_; _lala_ for _Rosalie_; _fadi_ for _Fahne_ (flag);
_bueda_ for _Bruederchen_ (little brother); _hu-e_ for _Schuhe_ (shoes);
_mai maich_, for _meine Milch_ (my milk) (F_{2}).

XXII. _kusch_ for _Kuss_ (kiss); _sch_ generally used instead of _s_ for
months (F_{3}).

XXIII. _koka_ for _Cacao_; _batt_ for _Bett_ (bed); _emmu_ for
_Hellmuth_ (light-heartedness); _nanna mommom_ (Bon-bon); _papa_,
_appel_ for _Papa_, _bitte einen Apfel_ (Papa, please, an apple)
(F_{2}); _petscher_ for _Schwester_ (sister); _till_ for _still_; _bils_
for _Milch_; _hiba vata_ for _lieber Vater_ (dear father) (F_{3}).

XXIV. _pija eine_ for _eine Fliege_ (a fly); _pipik_ for _Musik_.
Sentences begin to be formed (F_{3}).

XXV. _pater_ for _Vater_ (father); _appelsine_ for _Apfelsine_ (orange)
(F_{2}).

All these observations confirm my results in regard to articulation,
viz., that in very many cases the more difficult sounds, i. e., those
that require a more complicated muscular action, are either omitted or
have their places supplied by others; but this rule does not by any
means hold good universally: e. g., the sound preferred by F_{3}, _sch_,
is more difficult than _s_, and my child very often failed to produce it
as late as the first half of the fourth year.

In the twenty-second month, in the case of the intelligent little girl
F_{1}, numbering began suddenly. She took small stones from a table in
the garden, one after another, and counted them distinctly up to the
ninth. The persons present could not explain this surprising performance
(for the child had not learned to count) until it was discovered that on
the previous day some one had counted the stairs for the child in going
up. My child did not begin to count till the twenty-ninth month, and,
indeed, although he knew the numbers (their names, not their meaning),
he counted only by adding one to one (cf. above, p. 172)