The four words, _Paitsch_ or _Paitse_, _Bite_, _Watja_, and _Haiss_, are uttered now and then by the child without being said to him, and their use has regard to the meaning contained in them. His whip and his pail he learned to name quickly and correctly. His own name, Axel, on the contrary, he designates by the favorite interjections _Aje_, _Eja_. On the whole, variety of articulation is on the increase as compared with the previous month, but the ability to put syllables together into words is still but little developed. Thus, e. g., the child reproduces quite correctly "je," and "ja," and "na." But if any one says to him "Jena" or "Jana," the answer runs regularly _nena_ or _nana_, and only exceptionally, as if by chance, _jena_. Further, he repeats correctly the syllables "bi" and "te" when they are given to him, and then also _bi-te_; afterward, giving up the correct imitation, he says _beti_, but can not reproduce _ti-be_ or _tebi_. "Bett, Karre, Kuk," are correctly repeated. Finally, echolalia, not observed of late, appears again. If the child hears some one speak, he often repeats the last syllable of the sentence just finished, if the accent were on it--e. g., "What said the man?" _man_; or "Who is there?" _there?_ "Nun?" (now) _nou_ (_n[=oo]_). Once the name "Willy" was called. Immediately the child likewise called _[)u]il[=e]_, with the accent on the last syllable, and repeated the call during an hour several dozens of times; nay, even several days later he entertained himself with the stereotyped repetition. Had not his first echo-play produced great merriment, doubtless this monotonous repetition would not have been kept up. In regard to the preference of one or another word the behavior of those about the child is not merely influential, but is alone decisive. I observed here, as I had done earlier, that urgent exhortations to repeat a new word have generally a much worse result than is obtained by leaving the child to himself. The correct, or at any rate the best, repetitions were those made when the child was not spoken to. Even adults can imitate others in their manner of speaking, their dialect, even their voice, much better when not called upon to do it, but left entirely to their own inclination. The wish or command of others generates an embarrassment which disturbs the course of the motor processes. I resolved, consequently, to abandon in the following month all attempts to induce the child to reproduce sounds, but to observe so much the more closely what he might say of his own accord.