duals. Girls often appear to learn to speak earlier
than boys; but further on they seem to possess a somewhat inferior
capacity of development of the logical functions, or to accomplish
with less ease abstractions of a higher order; whereas in boys the
emotional functions, however lasting their reactions, are not so
delicately graduated as in girls.

Without regard to such differences, of which I am fully aware, the
following chapters treat exclusively of the development of purely
intellectual cerebral activity in both sexes during the first years.
I acknowledge, however, that I have found the investigation of the
influence of the affectional movements, or emotions, upon the
development of the intellect in the child during the first years
so difficult, that I do not for the present enter into details
concerning it.

The observations relate, first, to the non-dependence of the child's
intellect upon language; next, to the acquirement of speech; lastly,
to the development of the feeling of self, the "I"-feeling.

CHAPTER XVI.

DEVELOPMENT OF THE CHILD'S INTELLECT INDEPENDENTLY OF LANGUAGE.

A wide-spread prejudice declares, "Without language, no understanding"!
Subtile distinctions between understanding and reason have limited the
statement to the latter term. But even in the restricted form, "Without
verbal language, no reason," it is at least unproved.

_Is there any thinking without words?_ The question takes this shape.

Now, for the thinker, who has long since forgotten the time when he
himself learned to speak, it is difficult, or even impossible, to give a
decided answer. For the thinking person can not admit that he has been
thinking without words; not even when he has caught himself arriving at
a logical result without a continuity in his unexpressed thought. A
break occurred in the train. There was, however, a train of thought.
Breaks alone yield no thought; they arise only after words have been
associated with thoughts, and so they can by no means serve as evidence
of a thinking without words, although the ecstasy of the artist, the
profundity of the meta-physician, may attain the last degree of
unconsciousness, and a dash may interrupt the thought-text.

But the child not yet acquainted with verbal language, who has not been
prematurely artificialized by training and by suppression of his own
attempts to express his states of mind, who learns _of himself_ to
_think_, just as he learns of himse