The _atta_, which used to be whispered when anything disappeared from the child's field of vision, has changed to _tto_ and _t-tu_ and _ftu_, with pouting of the lips.
In the monologues appear _nai_, _mimi_, _papa_, _mimia_, _pata_, _rrrrr_, the last uvular and labial for minutes at a time. But these meaningless utterances are simply signs of well-being in general, and are gladly repeated from pleasure in the exercise of the tongue and lips. The tongue still vibrates vigorously with fibrillar contractions when it is at rest, the mouth being open.
Characteristic for this period is the precision with which the various moods of feeling are expressed, without articulate sounds, by means of the voice, now become very high and strong, in screaming and crowing, then again in wailing, whimpering, weeping, grunting, squealing; so that the mood is recognized by the voice better than ever before, especially desire, grief, joy, hunger, willfulness, and fear. But this language can not be represented by written characters.
The same holds good of the nineteenth month, in which bawling and babbling are more rare, the spontaneous sound-imitations are more frequent, the vocal cords are strained harder, the mechanism of articulation works with considerably more ease; the understanding and the retention of spoken words have perceptibly increased, but no word of the child's own, used always in the same sense, is added.
When the child has thrown an object from the table to the floor, he often follows it with his gaze and whispers, even when he does not know he is observed, _atta_ or _t-ta_, which is here used in the same sense with _tuff_ or _ft_ or _ftu_, for "fort" (gone).
When he had taken a newspaper out of the paper-basket and had spread it on the floor, he laid himself flat upon it, holding his face close to the print, and said--evidently of his own accord, imitating, as he had done before, the reading aloud of the newspaper, which had often been witnessed by him--repeating it for a long time in a monotonous voice, _e-ja-e-e-ja nanana ana-na-na atta-ana [=a]je-ja s[=a]_; then he tore the paper into many small pieces, and next turned the leaves of books, uttering _pa-pa-ab ta ho-o-[)e] momomom ho-on[)e]_.
Such monologues are, however, exceptional at this period, the rule being uniform repetitions of the same syllable, e. g., _habb habb habb habb habbwa habbua_.
Screaming when water of 26 C. was poured over him in the bath appeared, a few days after the first experiment of this sort, even before the bathing, at sight of the tub, sponge, and water.
Previously, fear had only in very rare cases occasioned screaming, now the _idea_ of the cold and wet that were to be expected was enough to occasion violent screaming. After about three weeks of daily bathing with water from 18 to 24 C., however, the screaming decreased again. The experience that a pleasant feeling of warmth succeeded, may have forced the recollection of the unpleasant feeling into the background. But the screaming can not at all be represented by letters; _a_ and _o_ do not suffice. The same is true of the screaming, often prolonged, before falling asleep in the evening, which occurs not seldom also without any assignable occasion, the child making known by it his desire to leave the bed.
As this desire is not complied with, the child perceives the uselessness of the screaming, and at length obeys the command, "Lie down," without our employing force or expedients for soothing him.
How far the power of imitation and of articulation is developed, is shown especially by the fact that now, at last, _pa_ is correctly pronounced in response; in the beginning _ta_ was still frequently the utterance, then _ba_, finally _pa_ almost invariably given correctly.
Further, these results were obtained:
Words said to him. Response.
bitte _bis_, _bits_, _bit_, _bets_, _beest_, _be_, _bi_, _bit-th_ (Eng., _th_).
hart _hatt_, _att_, _haat_.
Fleisch _da-ich_, _da-s-ch_, _da-s-j_.
ma _mo_, _ma_.
In _bits_ appears with perfect distinctness (as already in the fifteenth month) the very rare _ts_ = _z_. The "hart" was once only confounded with "haar," and responded to by grasping at the hair. The _bits_ soon served to add force to the putting together of the hands in the attitude of begging; it is thus the first attempt at the employment of a German word to denote a state of his own, and that the state of desire. The other words said to him, and illustrated by touching and putting the hands upon objects, could not be given by him in response. When he was to say "weich" (soft), "kalt" (cold), "nass" (wet), he turned his head away in repugnance, as formerly. To "nass" he uttered in reply, once only, _na_. Smacking, when made for him, was imitated perfectly. The early morning hours, in which the sensibility of the brain is at its highest, are the best adapted to such experiments; but these experiments were not multiplied, in order that the independent development might not be disturbed.
The progress in the discrimination of words heard, and in the firm retention of what has been repeatedly heard, is shown particularly in more prompt obedience, whether in abstaining or in acting.
To the list of objects correctly pointed out upon request are added "leg, nail, spoon, kettle," and others. It is noteworthy, too, that now, if the syllables _pa_ and _ma_, or _papa_ and _mamma_, are prefixed to the names of the known parts of the face and head, the child points these out correctly; e. g., to the question "Where is Mamma-ear," the child responds by taking hold of the ear of his mother, and to "papa-ear," of that of his father; so with "nose, eye," etc. But if asked for "mamma-beard," the child is visibly embarrassed, and finally, when there is a laugh at his hesitation, he laughs too.
The old tricks, "How tall is the child?" and "Where is the little rogue?" which have not been practiced for months past, have been retained in memory, for when in the eighty-second week I brought out both questions with urgency, the child bethought himself for several seconds, motionless, then suddenly, after the first question, raised both arms. After the other question he likewise considered for several seconds, and then pointed to his head as he used to do. His _memory_ for sound-impressions often repeated and associated with specific movements is consequently good.
In the twentieth month there was an important advance to be recorded in his manner of repeating what was said to him. Suddenly, on the five hundred and eighty-fourth day, the child is repeating correctly and without difficulty words of two syllables that consist either of two like syllables--for the sake of brevity I will call these _like-syllabled_--or of syllables the second of which is the reverse of the first--such I call _reverse-syllabled_. Thus of the first class are _papa_, _mama_, _bebe_, _baba_, _neinei_, _jaja_, _bobo_, _bubu_; of the second class, _otto_, _enne_, _anna_; these are very frequently given back quickly and faultlessly at this period, after the repetition of the single syllables _pa_, _ma_, and others had gone on considerably more surely than before, and the child had more often tried of himself to imitate what he heard. These imitations already make sometimes the impression of not being voluntary. Thus the child once--in the eighty-third week--observed attentively a redstart in the garden for two full minutes, and then imitated five or six times, not badly, the piping of the bird, turning round toward me afterward. It was when he saw me that the child first seemed to be aware that he had made attempts at imitation at all. For his countenance was like that of one awaking from sleep, and he could not now be induced to imitate sounds. After five days the spectacle was repeated. Again the piping of the bird was reproduced, and in the afternoon the child took a cow, roughly carved out of wood, of the size of the redstart, made it move back and forth on the table, upon its feet, and chirped now as he had done at sight of the bird; _imagination_ was here manifestly much excited. The wooden animal was to represent the bird, often observed in the garden, and nesting in the veranda; and the chirping and piping were to represent its voice.
On the other hand, words of unlike syllables, like "Zwieback" (biscuit), "Butterbrod," are either not given back at all or only in unrecognizable fashion, in spite of their being pronounced impressively for him.
"Trocken" (dry) yields sometimes _tokk[)e]_, _tokko_, _otto_. Words of one syllable also offer generally great difficulties of articulation: thus "warm" and "weich" become _w[=a]i_, "kalt" and "hart" become _hatt_. Although "bi" and "te" are often rightly given each by itself, the child can not combine the two, and turns away with repugnance when he is to reproduce "bi-te." The same thing frequently happens, still, even with "mamma" and "papa." But the child, when in lively spirits, very often pronounces of his own accord the syllables "bi" and "te"
together, preferring, indeed, _bidth_ (with English _th_) and _beet_ to "bitte." In place of "adjo" (adieu) he gives back _ad[=e]_ and _adj[=e]_. Nor does he succeed in giving back three syllables; e. g., the child says _papa_, but not "papagei", and refuses altogether to repeat "gei" and "pagei." The same is true of "Gut," "Nacht," although he of himself holds out his hand for "Gute Nacht."
When others laugh at anything whatsoever, the child laughs regularly with them, a purely imitative movement.
It is surprising that the reproducing of what is said to him succeeds best directly after the cold bath in the morning, when the child has been screaming violently and has even been shivering, or when he is still screaming and is being rubbed dry, and, as if resigned to his fate, lies almost without comprehension. The will, it would seem, does not intrude here as a disturbing force, and echolalia manifests itself in its purity, as in the case of hypnotics. The little creature is subdued and powerless. But he speedily recovers himself, and then it is often quite hard to tell whether he _will_ not or _can_ not say the word that is pronounced to him.
The _understanding of single words_, especially of single questions and commands, is considerably more prompt than in the previous month.
Without there being any sort of explanation for it, this extraordinary understanding is here, manifesting itself particularly when the child is requested to fetch and carry all sorts of things. He has observed and touched a great deal, has listened less, except when spoken to. All training in tricks and performances, an evil in the modern education of children hard to avoid, was, however, suppressed as far as possible, so that the only new things were "making a bow" and "kissing the hand." The child practices both of these toward the end of the month, without direction, at coming and going. Many new objects, such as window, bed, knife, plate, cigar, his own teeth and thumbs, are correctly pointed out, if only the corresponding word is distinctly pronounced. Yet "Ofen"
and "oben" are still confounded.
To put into written form the syllables invented by the child independently, and to get at a sure denotation of objects by them, is exceedingly difficult, particularly when the syllables are merely whispered as the objects are touched, which frequently occurs. At the sight of things rolled noisily, especially of things whirling in a circle, the child would utter _rodi_, _otto_, _rojo_, and like sounds, in general, very indistinctly. Only _one_ new concept could with certainty be proved to be associated with a particular sound. With _d[=a]_ and _nd[=a]_, frequently uttered on the sudden appearance of a new object in the field of vision, in a lively manner, loudly and with a peculiarly demonstrative accent--also with _t[=a]_ and _nt[=a]_--the child associates, beyond a doubt, existence, coming, appearing, shooting forth, emerging, in contrast with the very often softly spoken, whispered _atta_, _f-tu_, _tuff_, which signifies "away" or "gone." If I cover my head and let the child uncover it, he laughs after taking off the handkerchief, and says loudly _da_; if I leave the room, he says _atta_ or _hatta_, or _ft_ or _t-ta_, generally softly; the last of these, or else _hata_, he says if he would like to be taken out himself.
In the eighty-seventh week we went away on a journey, and on the railway-train the child, with an expression of terror or of anxious astonishment, again and again said _attah_, but without manifesting the desire for a change of place for himself, even by stretching out his arms.
Two words only--_papa_ for father, and _bat_ or _bit_ for "bitte," are, besides, rightly applied of the child's own accord. The prolonged screaming, from wantonness, of _n[=a]n[=a]n[=a]n[=a]_, _nom-nom_, _h[=a]h[=a]_, _l[=a]l[=a]_, chiefly when running about, has no definite meaning. The child exercises himself a good deal in loud outcry, as if he wanted to test the power of his voice. These exercises evidently give him great pleasure. Still the highest crowing tones are no longer quite so high and piercing as they were formerly. The vocal cords have become larger, and can no longer produce such high tones. The screaming sounds of discontent, which continue to be repeated sometimes till hoarseness appears, but rarely in the night, have, on the contrary, as is the case with the shrill sounds of pain, scarcely changed their character, _ha-e_, _ha-a-a-[)e]_, _[)e]_. They are strongest in the bath, during the pouring on of cold water.
The child, when left to himself, keeps up all the time his loud readings ("Lesestudien"). He "reads" in a monotonous way maps, letters, newspapers, drawings, spreading them out in the direction he likes, and lies down on them with his face close to them, or holding the sheet with his hands close to his face, and, as before, utters especially vowel-sounds.
In the twenty-first month imitative attempts of this kind became more frequent; but singularly enough the babbling--from the eighty-ninth week on--became different. Before this time vowels were predominant, now more _consonants_ are produced. When something is said for the child to reproduce that presents insuperable difficulties of articulation, then he moves tongue and lips in a marvelous fashion, and often says _pto-pto_, _pt-pt_, and _verlapp_, also _dla-dla_, without meaning, no matter what was the form of the word pronounced to him. In such practice there often appears likewise a wilfulness, showing itself in inarticulate sounds and the shaking of the head, even when it is merely the repetition of easy like-syllabled words that is desired. Hence, in the case of new words, it is more difficult than before, or is even impossible to determine whether the child _will_ not or whether he _can_ not reproduce them. Words of unlike syllables are not repeated at all, not even "bitte." In place of "danke" are heard _dang-gee_ and _dank-kee_; the former favorite _dakkn_ is almost never heard. In most of the attempts at sound imitation, the tendency to the doubling of syllables is worthy of notice. I say "bi," and the answer is _bibi_; then I say "te," and the answer is _te-te_. If I say "bi-te," the answer is likewise _bibi_; a single time only, in spite of daily trial, the answer was _bi-te_, as if by oversight.
This doubling of syllables, involuntary and surely contrary to the will of the child, stands in remarkable contrast with the indolence he commonly shows in reproducing anything said, even when the fault is not to be charged to teasing, stubbornness, or inability. The child then finds more gratification in other movements than those of the muscles of speech. The babbling only, abounding in consonants, yields him great pleasure, particularly when it is laughed at, although it remains wholly void of meaning as language. Yet _bibi_, like _baba_, for "bitte," is correctly used by the child of his own accord.
A new word, and one that gives notice of a considerable advance, is the term used by the child when hungry and thirsty, for "milk" or "food." He says, viz., with indescribable longing in his voice, _mimi_, more rarely than before _mama_ and _momom_ (page 85). The first appellation was certainly taken from the often-heard "milk" by imitation, and applied to biscuit and other kinds of food. If the child, when he has eaten enough, is asked, "Do you want milk?" he says without direction, _neinein_; he has thus grasped and turned to use already the signification of the sound. The same is, perhaps, true also of "ja." For previously, when I asked the child as he was eating, "Does it taste good?" he was silent, and I would say, "Say jaja," and this would be correctly repeated. But in the ninety-first week he, of his own accord, answers the question with _jaja_--"yes, yes." This, too, may rest simply on imitation, without a knowledge of the meaning of the _ja_, and without an understanding of the question; yet there is progress in the recollection of the connection of the sound "schmeckt's" with _jaja_, the intermediate links being passed over.
In other cases, too, the strength of the memory for sounds is plainly manifested. To all questions of an earlier period, "Where is the forehead, nose, mouth, chin, beard, hair, cheek, eye, ear, shoulder?"
the child now at once pointed correctly in every instance, although he might not have answered them for anybody even once for two weeks. Only the question, "Where is the thumb?" made him hesitate. But when the thumb had been again shown to him (firmly pressed), he knew it, and from that time pointed it out invariably without delay. To the question, "Where is the eye?" he is accustomed to shut both eyes quickly at the same time and to open them again, and then to point to my eye; to the question, "Axel's eye?" he responds by pointing to his own; to the question, "The other eye?" by pointing to the one not touched.
In the understanding of what is spoken astonishing progress has been made--e. g., if I say, "Go, take the hat and lay it on the chair!" the child executes the order without considering more than one or two seconds. He knows the meaning of a great number of words that no one has taught him--e. g., "whip, stick, match, pen." Objects of this sort are surely distinguished by the child, for, upon receiving orders, he gets, picks up, brings, lays down, gives these things each by itself.
This understanding of spoken words is the more surprising, as his repetition of them continues still to be of a very rudimentary character. With the exception of some interjections, especially _j[=a][)e]_ as a joyous sound and of crowing sounds, also screaming sounds, which, however, have become more rare, the child has but few expressions of his own with a recognizable meaning; _nda_, _nda_, _da_ is demonstrative "da" ("there") at new impressions.
_Att_, _att_, _att_, is unintelligible, perhaps indicative of movement.
_Attah_ means "we are off" (upon setting out) and "I want to go" ("ich will fort"); _tatass_, _tatass_ is unintelligible, possibly a sound-imitation.
When traveling by rail the child tried several times to imitate the hissing of the steam of the locomotive.
In the twenty-second month again there are several observations to record, which show the progress in understanding, the strengthening of the memory, and the greater facility in articulation. The child executes the orders given him with surprising accuracy, although the words spoken have not previously been impressed on him separately. Here, indeed, it is essential to consider the looks and gestures of those who give the orders; but the child also does what I request of him without looking at me. Instances of confusion among the words known to him are also perceptibly more rare. Once I asked him very distinctly, "Where's the moon?" (Mond), and for answer the child pointed to his mouth (Mund). But the error was not repeated.
The strength of the word-memory appears particularly in this, that all the objects learned are more quickly pointed out on request than they were previously, and the facility of articulation is perceived in the multiplying of consonants in the monologues and in the frequent spontaneous utterance of _pss_, _ps_, _ptsch_ (once), and _pth_ (Engl.).
The child says, without any occasion, _pa-ptl-da_, _pt_, and gives a loud greeting from a distance with _h[=aa]-o_, with _ada_, and _ana_.
It seemed to me remarkable that the boy began several times without the least incitement to _sing_ tolerably well. When I expressed my approval of it, he sprang about, overjoyed. At one time he sang, holding his finger on his tongue, first _rollo_, _rollo_, innumerable times, then _mama_, _mama_, _mama_, _mama_.
The progress in the sound-mechanism is most plainly discerned in the greater certainty in reproducing what is spoken. Thus, "pst" is correctly given, and of reverse-syllabled words, very accurately, "anna, otto, alla, appa, enne"; of unlike-syllabled words, "lina,"
but still, notwithstanding many trials, not yet "bitte." _For the first time three-syllabled words also, plainly pronounced to him, were correctly given back_, viz., _a-mama_ and _a-pa-pa_, as the child names his grandparents. Hitherto the vowels _e_, _i_, _o_, _u_, could not be correctly given every time, but "a" could be so given as before. When the reproduction of any new word that is too hard is requested--e. g., "gute Nacht"--the child at this period regularly answers _tap[)e]ta_, _p[)e]ta_, _pta_, and _pto-pto_, also _rateratetat_, expressing thereby not merely his inability, but also, sometimes roguishly, his disinclination to repeat.
_Ja ja_ and _nein nein_, along with _da_ and _bibi_ (with or without folding of the hands, for "bitte"), and _mimi_, continue still to be the only words taken from the language of adults that are used by the child in the proper sense when he desires or refuses anything. Apart from these appear inarticulate sounds, uttered even with the mouth shut. The intense cry of pain, or that produced by cold or wet or by grief at the departure of the parents (this with the accompaniment of abundant tears and the drawing of the corners of the mouth far down), makes the strongest contrast with the crowing for joy, particularly that at meeting again.
The twenty-third month brought at length _the first spoken judgment_.
The child was drinking milk, carrying the cup to his mouth with both hands. The milk was too warm for him, and he set the cup down quickly and said, loudly and decidedly, looking at me with eyes wide open and with earnestness, _heiss_ (hot). This single word was to signify "The drink is too hot!" In the same week, at the end of the ninety-ninth, the child of his own accord went to the heated stove, took a position before it, looked attentively at it, and suddenly said with decision, _hot_ (_heiss_)! Again, a whole proposition in a syllable. In the sixty-third week for the first time the child had reproduced the word "hot"
pronounced to him. Eight and a half months were required for the step from the imitative _hot_ to the independent _hot_ as expressive of his judgment. He progressed more rapidly with the word "Wasser," which was reproduced as _watja_, and was called out longingly by the thirsty child a few weeks afterward. He already distinguishes water and milk in his own fashion as _watja_ and _mimi_. Yet _mimmi_, _momo_, and _m[=a]m[=a]_ still signify food in general, and are called out often before meal-times by the impatient and hungry child. The primitive word _atta_ is likewise frequently uttered incidentally when anything disappears from the child's field of vision or when he is himself carried away. The other sound-utterances of this period proceeding from the child's own impulse are interesting only as exercises of the apparatus of articulation. Thus, the child not seldom cries aloud _oi_ or _eu_ (_au_); further, unusually loud, _ana_, and for himself in play, _ida_, _didl_, _dadl_, _dldo-dlda_, and in singing tone _opojo_, _apojopojum aui_, _heissa_. With special pleasure the child, when talking to himself, said _papa_, _mama_, _mama_, _mimi_, _momo_, of his own accord, but not "mumu"; on the other hand, _e-mama-ma-memama_, _mi_, _ma_, _mo_, _ma_. His grandparents he now regularly designates by _e-papa_ and _e-mama_. He knows very well who is meant when he is asked, "Where is grandmamma? Grandpapa?" And several days after leaving them, when asked the question, e. g., on the railway-train, he points out of the window with a troubled look. The understanding of words heard is, again, in general more easy. The child for the most part obeys at once when I say, "drink, eat, shut, open, pick it up, turn around, sit, run!" Only the order "come!" is not so promptly executed, not, however, on account of lack of understanding, but from willfulness. That the word-memory is becoming firm is indicated particularly by the circumstance that now the separate parts of the face and body are pointed out, even after pretty long intervals, quickly and upon request, on his own person and that of others. When I asked about his beard, the child (after having already pointed to my beard), in visible embarrassment, pointed with his forefinger to the place on his face corresponding to that where he saw the beard on mine, and moved his thumb and forefinger several times as if he were holding a hair of the beard between them and pulling at it, as he had had opportunity to do with mine. Here, accordingly, memory and imagination came in as supplementary to satisfy the demand made by the acoustic image.
The greatest progress is to be recorded in this month in regard to the reproduction of syllables and words. A perfecting of the process is apparent in the fact that when anything is said for him to repeat, his head is not turned away in unwillingness so often as before, in case the new word said to him is too difficult, nor are all sorts of incoherent, complicated sounds (_paterateratte_) given forth directly upon the first failure of the attempt at imitation. Thus, the following words were at this period, without systematic exercises, incidentally picked up (give, as before, the German pronunciation to the letters):
Spoken to him. Reproduced.
Ohr, _Oa(r)_.
Tisch, _Tiss_.
Haus, _Hausesess_.
Hemd, _Hem_.