In the twenty-second month, in the case of the intelligent little girl F_{1}, numbering began suddenly. She took small stones from a table in the garden, one after another, and counted them distinctly up to the ninth. The persons present could not explain this surprising performance (for the child had not learned to count) until it was discovered that on the previous day some one had counted the stairs for the child in going up. My child did not begin to count till the twenty-ninth month, and, indeed, although he knew the numbers (their names, not their meaning), he counted only by adding one to one (cf. above, p. 172). Sigismund's boy, long before he formed sentences, on seeing two horsemen, one following the other at a short interval, said, _eite_ (for Reiter)! _noch eins!_ This proves the activity of the faculty of numbering. The boy F_{3}, at the age of two and two thirds years, still said _schank_ for _Schrank_ and _nopf_ for _Knopf_, and, on being told to say _Sch-r-ank_ plainly, he said _rrr-schank_. This child from the thirty-first month on made much use of the interrogative words. _Warum?_ _weshalb?_ he asked at every opportunity; very often, too, _was?_ _wer?_ _wo?_ (Why? wherefore? what? who? where?); sometimes _was?_ four or five times when he had been spoken to. When the meaning of what had been said was made plain, then the child stopped asking questions. The little girl F_{4}, in her thirteenth month, always says, when she sees a clock, _didda_ (for "tick-tack," which has been said to her), and imitates with her finger the movement of the pendulum. It was noticed of this child that, when not yet five months old, she would accompany a song, sung for her by her mother, with a continuous, drawling _aeh-aeh-aeh_; but, as soon as the mother stopped, the child became silent also. The experiment was one day (the one hundred and forty-fifth of the child's life) repeated nine times, with the same result. I have myself repeatedly observed that babes in the fourth month respond to words spoken in a forcible, pleasant manner with sounds indeterminate often, with _oe-[)e]_ and other vowels. There is no imitation in this, but a reaction that is possible only through participation of the cerebrum, as in the case of the joyous sounds at music at an earlier period. The date at which the words heard from members of the family are for the first time clearly imitated, and the time when the words of the mother-tongue are first used independently, depends, undoubtedly, with children in sound condition, chiefly upon the extent to which people occupy themselves with the children. According to Heinr. Feldmann (_De statu normali functionum corporis humani_. Inaugural dissertation, Bonn, 1833, p. 3), thirty-three children spoke for the first time (_prima verba fecerunt_) as follows: 14 15 16 17 18 19 Month. 1 8 19 3 1 1 Children. Of these there could walk alone