Although the formation of ideas is not at first, or even for a considerable time, dependent on speech (any more than it is in the case of the lower animals), it constitutes the condition to the learning of speech, and afterward speech reacts upon the development of ideation. A child may and usually does imitate the sounds of animals as names of the animals which make them long before it can speak one word, and, so far as Preyer's evidence goes, interjections are all originally imitative of sounds. Children with a still very small vocabulary use words metaphorically, as "tooth-heaven" to signify the upper gums, and it is a mistake to suppose that the first words in a child's vocabulary are invariably noun-substantives, as distinguished from adjectives or even verbs. As this statement is at variance with almost universal opinion, we think it is desirable to furnish the following corroboration. The present writer has notes of a child which possessed a vocabulary of only a dozen words or so. The only properly English words were "poor," "dirty," and "cook," and of these the two adjectives, no less than the noun-substantive, were always appropriately used. The remaining words were nursery words, and of these "ta-ta" was used as a verb meaning to go, to go out, to go away, etc., inclusive of all possible moods and tenses. Thus, for instance, on one occasion, when the child was wheeling about her doll in her own perambulator, the writer stole away the doll without her perceiving the theft. When she thought that the doll had had a sufficiently long ride, she walked round the perambulator to take it out. Not finding the doll where she had left it she was greatly perplexed, and then began to say many times "poor Na-na, poor Na-na," "Na-na ta-ta, Na-na ta-ta;" this clearly meant--poor Na-na has disappeared. And many other examples might be given of this child similarly using her small stock of adjectives and verbs correctly.