Other inventions of my child were the verb _messen_ for "mit dem Messer schneiden" (to cut with the knife); _schiffern_, i. e., "das Schiff bewegen" (move the ship), for "rudern," (row). And the preference of the weak inflection on the part of all children is a proof that _after_ the appropriation of a small number of words through imitation, independent--always logical--changes of formation are undertaken. _Gegebt_, _gegeht_, _getrinkt_ (gived, goed, drinked), have never been heard by the child; but "gewebt, geweht, gewinkt" (as in English, waved, wafted, beckoned), have been known to him as models (or other formations corresponding to these). Yet this is by no means to say that every mutilation or transformation the child proposes is a copy after an erroneously selected model; rather the child's imagination has a wide field here and acts in manifold fashion, especially by combinations. "My teeth-roof pains me," said a boy who did not yet know the word "palate." Another in his fourth year called the road (Weg) the "go" (Gehe). A child of three years used the expression, "Just grow me" (_wachs mich einmal_) for "Just see how I have grown" (Sieh einmal wie ich gewachsen bin) (Lindner). Such creations of the childish faculty of combination, arising partly through blending, partly through transference, are collected in a neat pamphlet, "Zur Philosophie der Kindersprache," by Agathon Keber, 1868. The most of them, however, are from a later time of life than that here treated of. So it is with the two "heretical" utterances communicated by Roesch. A child said _unterblatte_ (under-leaf) for "Oblate," because he saw the wafer (Oblate) slipped under the leaf of paper (Blatt); and he called the "American chair," "Herr-Decaner-chair," because somebody who was called "Herr Decan" used to sit in it. Here may be seen the endeavor to put into the acoustic impression not understood a meaning. These expressions are not inventions, but they are evidence of intellect. They can not, of course, appear in younger children without knowledge of words, because they are transformations of words. On the other hand it is of the greatest importance for the understanding of the first stage of the use of words in their real significance, after the acquirement of them has once begun, to observe how many different ideas the child announces by one and the same verbal expression. Here are some examples: _Tuhl_ (for Stuhl, chair) signifies--1. "My chair is gone"; 2. "The chair is broken"; 3. "I want to be lifted into the chair"; 4. "Here is a chair." The child (Steinthal's) says (in the twenty-second month), when he sees or hears a barking dog, _bellt_ (barks), and thinks he has by that word designated the whole complex phenomenon, the sight-perception of the dog and of a particular dog, and the sound-perception; but he says _bellt_ also when he merely hears the dog. No doubt the memory-image of the dog he has seen is then revived for him.