The gain in the understanding of words heard is recognizable in this, that when the child hears the appropriate word, he takes hold, with thumb and forefinger, in a most graceful manner, of nose, mouth, beard, forehead, chin, eye, ear, or touches them with the thumb. But in doing this he often confounds ear and eye, chin and forehead, even nose and ear. "O" serves in place of "Ohr" (ear); "Au" in place of "Auge" (eye). In both cases the child soon discovered that these organs are in pairs, and he would seize with the right hand the lobe of my left and of my right ear alternately after I had asked "Ear?" How easily in such cases a new sound-impression causes confusion is shown by the following fact: After I had at one time pointed out one ear, and had said, "Other ear," I succeeded, by means of repetition, in getting him to point out this other one also correctly every time. Now, then, the thing was to apply what had been learned to the eye. When one eye had been pointed out, I asked, "Where is the other eye?" The child grasped at an ear, with the sight of which the sound "other" was now associated. Not till long after (in the twentieth month) did he learn to apply this sound of himself to different parts of the body. On the other hand, he understands perfectly the significance of the commands, "Bring, fetch, give----"; he brings, fetches, gives desired objects, in which case, indeed, the gesture and look of the speaker are decisive; for, if these are only distinctly apprehended, it does not make much difference which word is said, or whether nothing is said. In the seventeenth month, although no disturbance of the development took place, there was no perceptible advance in the utterance of thoughts by sounds, or in the imitation of syllables pronounced by others, or in articulation, but there was a considerable increase of the acoustic power of discrimination in words heard and of the memory of sounds. Of syllables original with the child, these are new: _Bibi_, _nae-nae-nae_--the first has come from the frequent hearing of "bitte"; the last is an utterance of joy at meeting and an expression of the desire to be lifted up. Otherwise, longing, abhorrence, pleasure and pain, hunger and satiety, are indicated by pitch, accent, _timbre_, intensity of the vocal sounds, more decidedly than by syllables. A peculiar complaining sound signifies that he does not understand; another one, that he does not wish. In place of _atta_, at the change of location of an object perceived, comes often a _t-to_ and _hoet-to_, with the lips much protruded. But, when the child himself wishes to leave the room, then he takes a hat, and says _atta_, casting a longing look at his nurse, or repeatedly taking hold of the door. Of voluntary attempts to imitate sounds, the most noteworthy were the efforts to give the noise heard on the winding of a time-piece, and to repeat tones sung.