_Ja ja_ and _nein nein_, along with _da_ and _bibi_ (with or without folding of the hands, for "bitte"), and _mimi_, continue still to be the only words taken from the language of adults that are used by the child in the proper sense when he desires or refuses anything. Apart from these appear inarticulate sounds, uttered even with the mouth shut. The intense cry of pain, or that produced by cold or wet or by grief at the departure of the parents (this with the accompaniment of abundant tears and the drawing of the corners of the mouth far down), makes the strongest contrast with the crowing for joy, particularly that at meeting again. The twenty-third month brought at length _the first spoken judgment_. The child was drinking milk, carrying the cup to his mouth with both hands. The milk was too warm for him, and he set the cup down quickly and said, loudly and decidedly, looking at me with eyes wide open and with earnestness, _heiss_ (hot). This single word was to signify "The drink is too hot!" In the same week, at the end of the ninety-ninth, the child of his own accord went to the heated stove, took a position before it, looked attentively at it, and suddenly said with decision, _hot_ (_heiss_)! Again, a whole proposition in a syllable. In the sixty-third week for the first time the child had reproduced the word "hot" pronounced to him. Eight and a half months were required for the step from the imitative _hot_ to the independent _hot_ as expressive of his judgment. He progressed more rapidly with the word "Wasser," which was reproduced as _watja_, and was called out longingly by the thirsty child a few weeks afterward. He already distinguishes water and milk in his own fashion as _watja_ and _mimi_. Yet _mimmi_, _moemoe_, and _m[=a]m[=a]_ still signify food in general, and are called out often before meal-times by the impatient and hungry child. The primitive word _atta_ is likewise frequently uttered incidentally when anything disappears from the child's field of vision or when he is himself carried away. The other sound-utterances of this period proceeding from the child's own impulse are interesting only as exercises of the apparatus of articulation. Thus, the child not seldom cries aloud _oi_ or _eu_ (_aeu_); further, unusually loud, _ana_, and for himself in play, _ida_, _didl_, _dadl_, _dldo-dlda_, and in singing tone _opojoe_, _apojopojum aui_, _heissa_. With special pleasure the child, when talking to himself, said _papa_, _mama_, _maemae_, _mimi_, _momo_, of his own accord, but not "mumu"; on the other hand, _e-mama-ma-memama_, _mi_, _ma_, _moe_, _ma_. His grandparents he now regularly designates by _e-papa_ and _e-mama_. He knows very well who is meant when he is asked, "Where is grandmamma? Grandpapa?" And several days after leaving them, when asked the question, e. g., on the railway-train, he points out of the window with a troubled look. The understanding of words heard is, again, in general more easy.