One other characteristic feature in the child’s attitude towards words must be touched on, because it looks like the opposite of the impulse to tamper with words just dealt with. A child is a great stickler for accuracy in the repetition of all familiar word-forms. The zeal of a child in correcting others’ language, and the comical errors he will now and again fall into in exercising his pedagogic function, are well known to parents. Sometimes he shows himself the most absurd of pedants. ‘Shall I read to you out of this book, baby?’ asked a mother of her boy, about two and a half years old. ‘No,’ replied the infant, ‘not _out_ of dot book, but somepy inside of it.’ The same little stickler for verbal accuracy, when his nurse asked him, ‘Are you going to build your bricks, baby?’ replied solemnly, ‘We don’t build bricks, we make them and then build _with_ them’. In the notes on the boy C. we find an example of how jealously the child-mind insists on the _ipsissima verba_ in the recounting of his familiar stories. Are these little sticklers for verbal correctness, who object to everything figurative in our language, who, when they learn that a person or an animal has ‘lost his head,’ take the expression literally, and who love nothing better than tying us down to literal exactness, themselves given to ‘word-play’ and verbal myth-making, or have we here to do with two varieties of childish mind? My observations do not enable me to pronounce on this point. I have in this essay confined myself to some of the more common and elementary features of the child’s linguistic experience. Others present themselves when the reading stage is reached, and the new strange stupid-looking word-symbol on the printed page has to do duty for the living sound, which for the child, as we have seen, seems to belong to the object and to share in its life. But this subject, tempting as it is, must be left. And the same must be said of those special difficulties and problems which arise for the child-mind when two or more languages are spoken. This is a branch of child-linguistics which, so far as I know, has never been explored. VI. SUBJECT TO FEAR. _Children’s Sensibility._ In passing from a study of children’s ideas to an investigation of their feelings, we seem to encounter quite another kind of problem. A child has the germs of ideas long before he can give them clear articulate expression; and, as we have seen, he has at first to tax his ingenuity in order to convey by intelligible signs the thoughts which arise in his mind. For the manifestation of his feelings of pleasure and pain, on the other hand, nature has endowed him with adequate expression. The states of infantile discontent and content, misery and gladness, pronounce themselves with a clearness and an emphasis which leave no room for misunderstanding.