“Three or four of the words, as Dr. Hun remarks, bear an evident resemblance to the French, and others might, by a slight change, be traced to that language. He was unable, it will be seen, to say positively that the girl had never heard the language spoken; and it seems not unlikely that, if not among the domestics, at least among the persons who visited them, there may have been one who amused herself, innocently enough, by teaching the child a few words of that tongue. It is, indeed, by no means improbable that the peculiar linguistic instinct may thus have been first aroused in the mind of the girl, when just beginning to speak. Among the words showing this resemblance are _feu_ (pronounced, we are expressly told, like the French word), used to signify ‘fire, light, cigar, sun;’ _too_ (the French ‘tout’), meaning ‘all, everything;’ and _ne pa_ (whether pronounced as in French, or otherwise, we are not told), signifying ‘not.’ _Petee-petee_, the name given to the boy by his sister, is apparently the French ‘petit,’ little; and _ma_, ‘I,’ may be from the French ‘moi,’ ‘me.’ If, however, the child was really able to catch and remember so readily these foreign sounds at such an early age, and to interweave them into a speech of her own, it would merely show how readily and strongly in her case the language-making faculty was developed. “Of words formed by imitation of sounds, the language shows barely a trace. The mewing of the cat evidently suggested the word _mea_, which signified both ‘cat’ and ‘furs.’ For the other vocables which make up this speech, no origin can be conjectured. We can merely notice that in some of the words the liking which children and some races of men have for the repetition of sounds is apparent. Thus we have _migno-migno_, signifying ‘water, wash, bath;’ _go-go_, ‘delicacies, as sugar, candy, or dessert,’ and _waia-waiar_, ‘black, darkness, or a negro.’ There is, as will be seen from these examples, no special tendency to the monosyllabic form. _Gummigar_, we are told, signifies ‘all the substantials of the table, such as bread, meat, vegetables, &c.;’ and the same word is used to designate the cook. The boy, it is added, does not use this word, but uses _gna-migna_, which the girl considers as a mistake. From which we may gather that even at their tender age the form of their language had become with them an object of thought; and we may infer, moreover, that the language was not invented solely by the girl, but that both the children contributed to frame it.