But
the other syllables uttered by him, especially _anna_, _tai_, _dakkn_,
_a_, he says in response to any one who speaks them distinctly to him,
and he gives them easily and correctly in parrot fashion. If a new word
is said to him, e. g., "kalt" (cold), which he can not repeat, he
becomes vexed, turns away his head, and screams, too, sometimes. I have
been able to introduce into his vocabulary only one new word. In the
sixty-third week he seized a biscuit that had been dipped in hot water,
let it fall, drew down the corners of his mouth, and began to cry. Then
I said "heiss" (hot), whereupon the child, speedily quieted, repeated
_hai_ and _hai-s_ (with a just discernible _s_). Three days later the
same experiment was made. After this the _hais_, _haisses_, with
distinct _s_, was often heard without any occasion. Some days later I
wanted him to say "hand." The child observed my mouth closely, took
manifest pains, but produced only _ha-iss_, then very distinctly _hass_
with sharp _ss_, and _ha-ith_, _hadith_, with the English _th_; at
another time distinctly _ha-its_. Thus, at a time when _ts_ = _z_ can
not be repeated, there exists the possibility of pronouncing _z_. When I
said to him "warm," _ass_ was pronounced with an effort and distinctly,
although the syllable _wa_ belonged to the child's stock of words. This
was evidently a recollection of the previous attempts to repeat "heiss"
and "hand."
Corresponding to this inability to say words after another's utterance
of them is an articulation as yet very imperfect.
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