Somewhat later by a few weeks she showed spontaneously the faculty of expressing an adjective. Her younger brother she had called “Ilda,” and soon afterwards she extended the name to all young children.[131] Later still, while looking over her picture-books, whenever she came upon a representation of a sheep with lambs, she would point to the sheep and say _Mama-Ba_, while to the lambs she would say _Ilda-Ba_. Similarly with ducks and ducklings, hens and chickens, and indeed with all the animals to which she had given names. Here it is evident that _Ilda_ served to convey the generic idea of _Young_, and so, from having been originally used as a proper or denotative name, was now employed as an adjective or connotative name. But although it expressed a quality, the quality was one of so sensible a kind that the adjective amounted to virtually the same thing as substantive, so far as any faculty of abstraction was concerned: it was equivalent to the word _Baby_, when by connotative extension this comes to be used as an adjective in the apposition _Baby-Ba_ for a lamb, &c. Almost contemporaneously with the acquisition of adjectives, this child began to learn the use of a few passive verbs, and words significant of certain states of feeling; she also added to her vocabulary a few prepositions indicating space relations, such as _Up_, _Down_, &c.[132] While these advances were being made, a general progress of the sign-making faculty was also, and even more conspicuously, shown in another direction. For speech, in the sense of formal predication, not having yet begun, the development in question took place in the region of gesture. She was then (two years) able to express a great many simple ideas by the combined use of gesture-signs, vocal-tones, and a large connotative extension of her words. The gesture-signs, however, were still of the simplest or most receptual order, such as pulling one by the dress to open a door, pointing to a tumbler to signify her desire for a drink, &c. That is to say, the indicative stage of language largely coincided with, or overlapped, the earliest phases of the denotative and receptually connotative. I have already said that this indicative stage of language constituted the earliest appearance of the sign-making faculty which I observed in my own children, at a time when the only desire expressed seemed to be that of being taken to the object indicated; and, so far as I can ascertain, this is universally true of all children. But the point now is, that when the logic recepts had become more full, the desires expressed by pointing became of a more and more varied kind, until, at the age of two and a half (_i.e._ after significant articulation or true word-making had well set in), the indicative phase of language developed into regular pantomime, as the following instance will show. Coming into the house after having bathed in the sea for the first time, she ran to me to narrate her novel experience.