In the last month of the second year of his life this leaving of him to himself proved fruitful in results to this extent--that voluntary sound-imitations gained considerably in frequency and accuracy. Particularly, genuine echolalia manifested itself more at this period in the repeating of the last syllables of sentences heard, the meaning of which remained unintelligible to the child; and of single words, the sense of which became gradually clear to him by means of accompanying gestures. Thus, the word "Herein!" (Come in!) was repeated as an empty sound, and then _arein_, _harrein_, _haarein_, were shouted strenuously toward the door, when the child wanted to be let in; _ab_ (off) was uttered when a neck-ribbon was to be loosened. _Moigen_ signified "Guten Morgen!" _na_, "Gute Nacht!" To the question, "Was thun wir morgen?" (What shall we do to-morrow?) comes the echo-answer _moigen_. In general, by far the greater part of the word-imitations are much distorted, to strangers often quite unintelligible. _Ima_ and _Imam_ mean "Emma," _dakkngaggngaggn_ again means "danke," and _betti_ still continues to signify "bitte." Only with the utmost pains, after the separate syllables have been frequently pronounced, appear _dang[=ee]_ and _bitt[=ee]_. An apple (Apfel) is regularly named _apfel[=ee]l[=ee]_ (from Apfelgelee); a biscuit (Zwieback), _wita_, then _wijak_; butter, on the contrary, is often correctly named. Instead of "Jawohl," the child almost invariably says _wolja_; for "Licht" _list_ and _lists_; for "Wasser," _watja_ still as before; for "pfui" he repeats, when he has been awkward, _[=u]i_, and often adds a _pott_ or _putt_ in place of "caput." "Gut" is still pronounced _[=u]t_ or _tut_, and "fort," _okk_ or _ott_. All the defects illustrated by these examples are owing rather to the lack of flexibility in the apparatus of articulation--even stammering, _tit-t-t-t_, in attempting to repeat "Tisch," appears--than to imperfect ability to apprehend sounds. For the deficiency of articulation shows itself plainly when a new word is properly used, but pronounced sometimes correctly and sometimes incorrectly. Thus, the "tsch" hitherto not often achieved (twentieth month), and the simple "sch" in _witschi_ and _wesch_, both signifying "Zwetschen," are imperfect, although both sounds were long ago well understood as commands to be silent, and Zwetschen (plums) have been long known to the child. Further, the inability to reproduce anything is still expressed now and then by _raterateratera_; the failure to understand, rather by a peculiar dazed expression of countenance, with an inquiring look.