ns remarkable, unless there may be found in it a
reminiscence of some expression out of nursery-talk (cf., p. 238). Until
the eighteenth month, "no" signified both "yes" and "no."

At the end of two years subordinate propositions were correctly
employed. This was the case also with a German girl in Jena, who, for
instance, said, "The ball which Puck has" (P. Fuerbringer). In the case
of my boy such sentences did not make their appearance till much later.

I had hoped to find trustworthy observations in several other works
besides those mentioned. Their titles led one to expect statements
concerning the acquirement of speech by little children; thus, "Das
Kind, Tagebuch eines Vaters" ("The Child, A Father's Diary"), by H.
Semmig (second edition, Leipsic, 1876), and the book of B. Perez,
already named (p. 239). But inasmuch as for the former of these writers
the first cry of the newly-born is a "triumphal song of everlasting
life," and for the second author "the glance" is associated with "the
magnetic effluvia of the will," I must leave both of these works out of
consideration. The second contains many statements concerning the doings
and sayings of little children in France; but these can not easily be
turned to account.

The same author has issued a new edition, in abridged form, of the
"Memoirs," written, according to him, by Dietrich Tiedemann, of a son of
Tiedemann two years of age (the biologist, Friedrich Tiedemann, born in
1781). (_Thierri Tiedemann et la science de l'enfant. Mes deux chats.
Fragment de psychologie comparee par Bernard Perez._ Paris, 1881, pp.
7-38; Tiedemann, 39-78. "The First Six Weeks of Two Cats.") But it is
merely on account of its historical interest that the book is mentioned
here, as the scanty (and by no means objective) notes of the diary were
made a hundred years ago. The treatises of Pollock and Egger, mentioned
in the periodical "Mind" (London, July, 1881, No. 23), I am not
acquainted with, and the same is true of the work of Schwarz (mentioned
above, p. 224).

Very good general statements concerning the child's acquisition of
speech are to be found in Degerando ("L'education des sourds-muets de
naissance," 1 vol., Paris, 1827, pp. 32-57). He rightly maintains that
the child learns to speak through his own observation, without attention
from other persons, far more than through systematic instruction; the
looks and gestures of the members of the family when talking with one
anoth