_Beginnings of Linguistic Imitation._ The learning of the mother-tongue is one of the most instructive and, one may add, the most entertaining chapters in the history of the child’s education. The brave efforts to understand and follow, the characteristic and quaint errors that often result, the frequent outbursts of originality in bold attempts to enrich our vocabulary and our linguistic forms—all this will repay the most serious study, while it will provide ample amusement. As pointed out above the learning of the mother-tongue is essentially a kind of imitation. The process is roughly as follows. The child hears a particular sound used by another, and gradually associates it with the object, the occurrence, the situation, along with which it again and again presents itself. When this stage is reached he can understand the word-sound as used by another though he cannot as yet use it. Later, by a considerable interval, he learns to connect the particular sound with the appropriate vocal action required for its production. As soon as this connexion is formed his sign-making impulse imitatively appropriates it by repeating it in circumstances similar to those in which he has heard others employ it. The imitation of others’ articulate sounds begins, as already remarked, very early and long before the sign-making impulse appropriates them as true words. The impulse to imitate others’ movements seems first to come into play about the end of the fourth month; and traces of imitative movements of the mouth in articulation are said to have been observed in certain cases about this time. But it is only in the second half-year that the imitation of sounds becomes clearly marked. At first this imitation is rather of tone, rise and fall of voice, and apportioning of stress or accent than of articulate quality; but gradually the imitation takes on a more definite and complete character.[75] ----- Footnote 75: Preyer’s boy gave the first distinct imitative response to articulate sound in the eleventh month. This is, so far as I can ascertain, behind the average attainment. ----- Towards the end of the year, in favourable cases, true linguistic imitation commences. That is to say, word-sounds gathered from others are used as such. Thus, a boy of ten months would correctly name his mother, ‘Mamma,’ his aunt, ‘Addy’ (Aunty), and a person called Maggie, ‘Azzie’.[76] As already suggested, this imitative reproduction of others’ words synchronises, roughly at least, with the first onomatopoetic imitation of natural sounds. ----- Footnote 76: Tracy, _The Psychology of Childhood_, p. 71. ----- _Transformations of our Words._ As is well known the first tentatives in the use of the common speech-forms are very rough. The child in reproducing transforms, and these transformations are often curious and sufficiently puzzling.