room. Then he immediately throws away the cloth and runs about
exulting.

The other performance is this: When the child feels the need of
relieving his bowels, he is accustomed to make peculiar grunting
sounds, by means of a strain of the abdomen, shutting the mouth and
breathing loud, by jerks, through the nose. He is then taken away.
Now, if he is not suited with the place where he happens to be, at any
time, he begins to make just such sounds. If he is taken away, no such
need appears at all, but he is in high glee. Here is the expectation,
"I shall be taken away if I make that sound."

Whether we are to admit, in addition, an intentional _deception_ in this
case, or whether only a logical process takes place, I can not decide.
In the whole earlier and later behavior of the child there is no ground
for the first assumption, and the fact that he employs this artifice
while in his carriage, immediately after he has been waited on, is
directly against it.

To how small an extent, some time previous to this, perceptions were
made use of _to simplify his own exertions_, i. e., were combined and
had motor effect, appears from an observation in the sixteenth month.
Earlier than this, when I used to say, "Give the ring," I always laid an
ivory ring, that was tied to a thread, before the child, on the table. I
now said the same thing--after an interval of a week--while the same
ring was hanging near the chair by a red thread a foot long, so that the
child, as he sat on the chair, could just reach it, but only with much
pains. He made a grasp now, upon getting the sound-impression "ring,"
not at the thread, which would have made the seizure of the ring,
hanging freely, very easy for him, but directly at the ring hanging far
below him, and gave it to me. And when the command was repeated, it did
not occur to him to touch the thread.

It is likewise a sign of small understanding that the mouth is always
opened in smelling of a fragrant flower or perfume (Vol. I, p. 135).
Deficiencies of this kind are, indeed, quite logical from the standpoint
of childish experience. Because, at an earlier period the pleasant smell
(of milk) always came in connection with the pleasant taste, therefore,
thinks the child, in every case where there is a pleasant smell there
will also be something that tastes good. The common or collective
concept _taste-smell_ had not yet (in the seventeenth month) been
differentiated into the concepts taste an