This (pure) memory for mere sounds or tones has become less strong in the now four-year-old boy, who has more to do with ideas and concepts, although his memory in other respects is good. In the thirty-seventh month he sang, quite correctly, airs he had heard, and he could sing some songs to the piano, if they were frequently repeated with him. His fancy for this soon passed away, and these exercises ceased. On the other hand, he tells stories a great deal and with pleasure. His pronunciation is distinct, the construction of the sentences is mostly correct, apart from errors acquired from his nurse. The confounding of the first and second persons, the "I" and "you," or rather his use of the one for the other, has ceased, and the child designates himself by _I_, others by _thou_ and _you_. Men are ordinarily addressed by him with _thou_, as his father and uncle are; women with _you_, as are even his mother and nurse. This continues for a long time. The boy of four years counts objects, with effort, up to six; numbers remain for a long time merely empty words (pp. 165, 172). In the same way, he has, as yet, but small notion of the order of the days of the week, and mixes up the names of them. To-day, to-morrow, yesterday, have gradually become more intelligible to him. Notwithstanding the aphoristic character of these extracts from a full and detailed diary of observations, I have thought they ought to be given, because they form a valuable supplement to my observations in the nineteenth chapter, and show particularly how far independent thought may be developed, even in the second and third years, while there is, as yet, small knowledge of language. The differences in mental development between this child and mine are no less worthy of notice than are the agreements. Among the latter is the fact, extremely important in a pedagogical point of view, that, the less we teach the child the simple truth from the beginning, so much the easier it is to inoculate him permanently with religious notions, i. e., of "miraculous revelation." Fairy tales, ghost-stories, and the like easily make the childish imagination, of itself very active, hypertrophic, and cloud the judgment concerning actual events. Morals and nature offer such an abundance of facts with which we may connect the teaching of language, that it is better to dispense with legends. AEsop's fables combine the moral and the natural in a manner unsurpassable. My child tells me one of these fables every morning. FOOTNOTES: [D] The vowels have the Continental, not the English, sounds. [E] Or possibly for the word _drink_, which a child of my acquaintance called _ghing_.--EDITOR. [F] "The First Three Years of Childhood," edited and translated by Alice M. Christie; published in Chicago, 1885. B. NOTES CONCERNING LACKING, DEFECTIVE, AND ARRESTED MENTAL DEVELOPMENT IN THE FIRST YEARS OF LIFE.