him, and then the word he uses is one not belonging to his later language, but one that belongs to all children the world over. In regard to the repeating of syllables pronounced to him a marked advance is noticeable. The child can not, indeed, by any means repeat _na_ and _pa_ and _o_ or _e_ and _be_. He answers _a_, _tai_, _ta-a-o-oe-a_, and practices all sorts of tongue-and lip-exercises. But the other syllables uttered by him, especially _anna_, _tai_, _dakkn_, _a_, he says in response to any one who speaks them distinctly to him, and he gives them easily and correctly in parrot fashion. If a new word is said to him, e. g., "kalt" (cold), which he can not repeat, he becomes vexed, turns away his head, and screams, too, sometimes. I have been able to introduce into his vocabulary only one new word. In the sixty-third week he seized a biscuit that had been dipped in hot water, let it fall, drew down the corners of his mouth, and began to cry. Then I said "heiss" (hot), whereupon the child, speedily quieted, repeated _hai_ and _hai-s_ (with a just discernible _s_). Three days later the same experiment was made. After this the _hais_, _haisses_, with distinct _s_, was often heard without any occasion. Some days later I wanted him to say "hand." The child observed my mouth closely, took manifest pains, but produced only _ha-iss_, then very distinctly _hass_ with sharp _ss_, and _ha-ith_, _hadith_, with the English _th_; at another time distinctly _ha-its_. Thus, at a time when _ts_ = _z_ can not be repeated, there exists the possibility of pronouncing _z_. When I said to him "warm," _ass_ was pronounced with an effort and distinctly, although the syllable _wa_ belonged to the child's stock of words. This was evidently a recollection of the previous attempts to repeat "heiss" and "hand."