that the fibre has commenced to function as a conductor of nervous
impulses.]

2. As a rule, the child's first ideas of language come through the sense of
hearing; articulate speech is next evolved, in fact the child speaks only
that which it has heard; it learns first to repeat the names of persons and
objects with which it comes into relation, associating visual images with
auditory symbols.

An example of this was communicated by Darwin to Romanes. One of his
children who was just beginning to speak, called a duck a "quack." By an
appreciation of the resemblance of qualities it next extended the term
"quack" to denote all birds and insects on the one hand, and all fluid
objects on the other. Lastly, by a still more delicate appreciation of
resemblance the child called all coins "quack" because on the back of a
French sou it had seen the representation of an eagle (Romanes' "Mental
Evolution in Man," p. 183). Later on, children who have been educated
acquire a knowledge of the application of visual symbols, and how to
represent them by drawing and writing, and associate them with persons and
objects.

3. There is more definiteness of impression and readiness of recall for
auditory than for articulatory motor sense feelings.

4. After the acquirement of speech by the child, auditory feelings are
still necessary for articulate speech processes; for if it were not so, how
could we explain the fact that a child up to the fifth or sixth year in
full possession of speech will become dumb if it loses the sense of hearing
from middle-ear disease, unless it be educated later by lip language.