_Att_, _att_, _att_, is unintelligible, perhaps indicative of movement. _Attah_ means "we are off" (upon setting out) and "I want to go" ("ich will fort"); _tatass_, _tatass_ is unintelligible, possibly a sound-imitation. When traveling by rail the child tried several times to imitate the hissing of the steam of the locomotive. In the twenty-second month again there are several observations to record, which show the progress in understanding, the strengthening of the memory, and the greater facility in articulation. The child executes the orders given him with surprising accuracy, although the words spoken have not previously been impressed on him separately. Here, indeed, it is essential to consider the looks and gestures of those who give the orders; but the child also does what I request of him without looking at me. Instances of confusion among the words known to him are also perceptibly more rare. Once I asked him very distinctly, "Where's the moon?" (Mond), and for answer the child pointed to his mouth (Mund). But the error was not repeated. The strength of the word-memory appears particularly in this, that all the objects learned are more quickly pointed out on request than they were previously, and the facility of articulation is perceived in the multiplying of consonants in the monologues and in the frequent spontaneous utterance of _pss_, _ps_, _ptsch_ (once), and _pth_ (Engl.). The child says, without any occasion, _pa-ptl-dae_, _pt_, and gives a loud greeting from a distance with _h[=aa]-oe_, with _ada_, and _ana_. It seemed to me remarkable that the boy began several times without the least incitement to _sing_ tolerably well. When I expressed my approval of it, he sprang about, overjoyed. At one time he sang, holding his finger on his tongue, first _rollo_, _rollo_, innumerable times, then _mama_, _mama_, _maemae_, _mama_. The progress in the sound-mechanism is most plainly discerned in the greater certainty in reproducing what is spoken. Thus, "pst" is correctly given, and of reverse-syllabled words, very accurately, "anna, otto, alla, appa, enne"; of unlike-syllabled words, "lina," but still, notwithstanding many trials, not yet "bitte." _For the first time three-syllabled words also, plainly pronounced to him, were correctly given back_, viz., _a-mama_ and _a-pa-pa_, as the child names his grandparents. Hitherto the vowels _e_, _i_, _o_, _u_, could not be correctly given every time, but "a" could be so given as before. When the reproduction of any new word that is too hard is requested--e. g., "gute Nacht"--the child at this period regularly answers _tap[)e]ta_, _p[)e]ta_, _pta_, and _ptoe-ptoe_, also _rateratetat_, expressing thereby not merely his inability, but also, sometimes roguishly, his disinclination to repeat.