The greatest advance in the twenty-ninth month consists in the employment of the personal pronoun in place of his own name: _bitte gib mir Brod_ (please give me bread) was the first sentence in which it appeared. "Ich" (I) is not yet said, but if I ask "Who is 'me'?" then the child names himself with his own name, as he does in general. Through this employment, more and more frequent from this time forth, of the pronoun instead of the proper name, is gradually introduced the inflection of the verbs he has heard; but at this time the imperative has its place generally supplied by the infinitive: _P[)a]p[)a] s[=a]gn_ and _Ssooss sitzen_. Sentences composed by himself, or heard and then used by him, like _das meckt_ (schmeckt) _sehr gut_ (that tastes very good), are rare; yet the discrimination between regular and irregular verbs has already begun to be made. To be sure, the question "Where have you been?" is answered with _paziren gegeht_ (goed to walk), and _ausgezieht_ is said for _ausgezogen_ (drawed out), also _geseht_ (seed) instead of _gesehen_ (seen); but at the same time frequently _eingetigen_ and _ausgetigen_, instead of _ein-_ and _aus-geteigt_. An interesting, rare misformation was _grefessen_ for "gefressen." The verbs most frequently used seem to be "haben" (have) and "kommen" (come), and the forms "hat" and "kommt" are indeed correctly used sometimes, e. g., _viel Rauch kommt heraus_ (much smoke comes out), and _gleich kommt Kaffee_ (the coffee is coming). While the infinitives "haben" and "kommen" are uttered several times a day, the infinitive "sein" (to be) is never heard; but of this auxiliary verb "ist" and "wesen" are used, the latter for "gewesen." In every instance where the child expresses a desire by means of a verb, he simply takes the infinitive; e. g., he hears, as he sits in the room, the noise of the railway-train at a distance, and he says, _Locotiwe sehen_. Further, _numbering_ begins to be active to a noteworthy degree. Although the numerals are already well known to the child, he still confounds them on all occasions, and in view of the absolute failure of the many attempts to teach the child the significance of the numbers 1, 2, 3, 4, 5, one might infer that he has not yet perceived the difference between, e. g., 3 matches and 4 matches; yet counting is already taking place, though in very unexpected fashion. The child began, viz., on the eight hundred and seventy-eighth day, suddenly, of his own accord entirely, to count with his nine-pins, putting them in a row, saying with each one, _eins_ (one)! _eins!_ _eins!_ _eins!_ afterward saying _eins!_ _noch eins_ (one more)! _noch eins!_ _noch eins!_ The process of adding is thus performed without the naming of the sums.