The following are
generally correctly pronounced: _Treppe_, _Fenster_, _Krug_, _Kraut_,
_Kuchen_, _Helm_, _Besen_, _Cigarre_, _Hut_, _Giesskanne_, _Dinte_,
_Buch_, _Birne_. For "barometer, thermometer," he says _mometer_, for
"Schrauben" _raubn_, for "fruehstuecken" (to breakfast) still often
_fri-ticken_.
In the _thirtieth month_ the independent activity of thought develops
more and more. When the child is playing by himself, e. g., he often
says to himself: _Eimerchen ausleeren_ (make pail empty); _Hackemesser_
(chopping-knife). Thus his small vocabulary serves him at any rate for
making clear his own ideas. Already his thinking is often a low
speaking, yet only in part. When language fails him, he first considers
well. An example: The child finds it very difficult to turn crosswise or
lengthwise one of the nine-pins which he wants to put into its box, and
when I say, "Round the other way!" he turns it around in such a way that
it comes to lie as it did at the beginning, wrongly. He also pushes the
broad side of the cover against the small end of the box. The child
evidently understands the expression "Round the other way"; but as the
expression is ambiguous (the head of the nine-pin may go to the left,
to the right, up, down, back, forward), we can understand that the pin
should be turned now one way and again another way, and even brought
back to its original position. Then appears the child's own deliberation
without words--without any speaking at all, low or loud--until after
frequently repeated packing and unpacking hardly any hesitation is
shown.
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