d smell.

In the department of the sense of hearing the differentiation generally
makes its appearance earlier; memory, as a rule, later. Yet children
whose talent for music is developed early, retain _melodies_ even in
their first year of life. A girl to whom some of the Froebel songs were
sung, and who was taught appropriate movements of the hands and feet,
always performed the proper movement when one of the melodies was merely
hummed, or a verse was said (in the thirteenth month), without
confounding them at all. This early and firm association of sound-images
with motor-images is possible only when interest is attached to it--i. e.,
when the attention has been directed often, persistently, and with
concentration, upon the things to be combined. Thus, this very child (in
the nineteenth month), when her favorite song, "Who will go for a
Soldier?" ("Wer will unter die Soldaten?") was sung to her, could not
only join in the rhyme at the end of the verse, but, no matter where a
stop was made, she would go on, in a manner imperfect, indeed, but
easily intelligible (Frau Dr. Friedemann).

Here, however, in addition to memory and attention, heredity is to be
considered; since such a talent is wholly lacking in certain families,
but in others exists in all the brothers and sisters.

In performances of this kind, a superior understanding is not by any
means exhibited, but a stronger memory and faculty of association. These
associations are not, however, of a logical sort, but are habits
acquired through training, and they may even retard the development of
the intellect if they become numerous. For they may obstruct the
formation, at an early period, of independent ideas, merely on account
of the time they claim. Often, too, these artificial associations are
almost useless for the development of the intellect. They are too
special. On this ground I am compelled to censure the extravagancies,
that are wide-spread especially in Germany, of the Froebel methods of
occupying young children.

The _logic of the child_ naturally operates at the beginning with much
more extensive, and therefore less intensive, notions than those of
adults, with notions which the adult no longer forms. But the child does
not, on that account, proceed illogically, although he does proceed
awkwardly. Some further examples may illustrate.

The adult does not ordinarily try whether a door that he has just bolted
is fast; but the one-year-old child te