The points to which the attention is to be directed in these observations are determined by the organic conditions of the acquirement of speech, which have been treated previously. First, the expressive processes, next the impressive, last the central processes, claim the attention. (1) To the _expressive_ beginnings of speech belongs the sum total of the inarticulate sounds--crying, whimpering, grunting, cooing, squealing, crowing, laughing, shouting (for joy), modulation of the voice, smacking, and many others, but also the silent movement of the tongue; further, articulation, especially before imitation begins; the formation of sound, and so the gradual perfecting of the vowels, aspirates, and consonants; at the same time the forming of syllables. The last is especially easy to follow in the babbling monologues of the infant, which are often very long. The reduplication of syllables, accentuation, and inflection, whispering, singing, etc., belong likewise here. (2) The _impressive_ processes are discerned in the looks and gestures of the child as yet speechless; later, the ability to discriminate in regard to words and noises, and the connection of the ear with the speech-center, are discerned in the first imitations of sounds and in the repeating after others--i. e., in word-imitation. Here belong also the onomatopoetic attempts of children, which are simply a sort of imitation. Later, are added to these the answers to simple spoken questions, these answers being partly interjectional, partly articulate, joined into syllables, words, and then sentences. The understanding of words heard is announced especially by the first listening, by the association of certain movements with certain sound-impressions, and of motionless objects with other sound-impressions, before speaking begins. Hereby (3) the _central_ processes are already shown to be in existence. The childish logic, especially induction from too few particulars, the mutilation of words reproduced, the wrong applications of expressions correctly repeated, the confounding of opposites in the verbal designation of concepts of the child's own formation, offer an abundance of noteworthy facts for the genesis of mind. Moreover, the memory for sounds and words, the imagination, especially in filling out, as well as the first acts of judging, the forming of propositions, questioning--all these are to be considered. As for the order in which the separate classes of words appear, the training in learning-by-heart, speculations as to which spoken word is first perfectly understood, to these matters I have paid less attention, for the reason that here the differences in the child's surroundings exert the greatest influence. My report must, in any event, as a rough draft of the history of the development of language in the child, be very imperfect. It, however, contains nothing but perfectly trustworthy matter of my own observation.