similarly using her small stock of adjectives and verbs correctly.

According to Preyer, from the first week to the fifth month the only
vowel sounds used are _ue_ and _a_. On the forty-third day he heard the
first consonant, which was _m_, and also the vowel _o_. Next day
the child said _ta hu_, on the forty-sixth day _goe oeroe_, and on the
fifty-first _arra_ All the vowel sounds were acquired in the fifth
month. We have no space to go further into the successive dates at which
the remaining consonants were acquired. In the eleventh month the child
first _learnt_ to articulate a certain word (_ada_) by imitation, and
afterward repeated the taught word spontaneously. The first year passed
without any other indication of a connection between articulation and
ideation than was supplied by the child using a string of different
syllables (and not merely a repetition of the same one) on perceiving a
rapid movement, as any one hurriedly leaving the room, etc.; but this
child nevertheless understood certain words (such as "handchen geben")
when only fifty-two weeks old. Inefficient attempts at imitative
speaking precede the accurate attempts, and at fourteen months this
inefficiency was still very apparent, being in marked contrast with the
precision whereby it would imitate syllables which it could already
say; the _will_ to imitate all syllables was present, though not the
_ability_. At the beginning of the fourteenth month on being asked: "Wo
ist dein Schrank?" the child would turn its head in the direction of the
cupboard, draw the person who asked the question toward it (though the
child could not then walk); and so with other objects the names of which
it knew. During the next month the child would point to the object when
the question was asked, and also cough, blow, or stamp on being told to
do so. In the seventeenth month there was a considerable advance in the
use of sign-language (such as bringing a hat to the nurse as a request
to go out), but still no words were spoken save _ma-ma, pa-pa_, etc. In