Cornell University Library The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31 924031 75981 8 I ill H m IB Jfye pirst piue Jlupdred .... Days ...OF A... w W Pi 1 m 1 1 •: gild's Ijfe :• 1 1 Si 1 # 1 1 ....v.... pj 1 1 LANGUAGE. M 1 1 # 1 1 By Mrs. winfield s. hall, 1 1 CHICAGO. i Reprint from "THE CHILD STUDY MONTHLY." 1 March, 1897. ^^^^^^^^^^^^^^^^^^^^^^^E Jf?e first JL five Hundred . Days • OR A.... gild's Ijfe ....v.... LANGUAGE. By MRS. WlNFIELD S. HALL, CHICAGO. R'printfrom "The child study Monthly, , March, 1897, The First Five Hundred Days ,..OF A. ■m gild's Ijfe m- ....v.... By Mrs. Winfield S Hall. PREFATORY. This paper is the last of a series of five, giving a detailed account of the early physical and psychical development of my child. Altho' he was born in Switzerland he is of purely Anglo-American ancestry. It may or may not be an - import- ant fact that the mother was engaged almost up to the day of the child's birth in the study of German and French. The child has never been under the care of servants, nor has he been much with other children. His mother has been his only nurse and constant companion. During the first sixteen months of his life she was not absent from him more than half a dozen times during his waking hours, and then not to exceed three hours at one time. All of the observations were made by the writer personally. As the child was under constant observation, the facts were noted as they occurred, and were written more carefully at the close of the day. 47th day 57th day THE FIRST FIVE HUNDRED DAYS OF A CHILD'S LIFE. V. II. PSYCHICAL DEVELOPMENT. C. INTELLECT. 9. LANGUAGE. Introductory. Before entering upon a discussion of this subject it will per- haps be best to state some of the conditions under which the results have been obtained, inasmuch as a definite line of action was systematically carried out. I. Each idea to be conveyed to the child was couched in the fewest possible words, which words were invariably used to represent this idea. For example, the idea, "Do you want your dinner ?' ' was expressed by the one word ' ' dinner ' ' given with the rising inflection. II. The child was not taught tricks or show performances, nor was he encouraged to repeat meaningless words and phrases. On the contrary, words were given to him only after he had the idea which they expressed. III. The child's errors of pronunciation were neither imitated nor corrected; but care was taken that he should always hear words rightly pronounced. IV. Only such words are recorded as were used independ- ently, (at least one day after the child had heard them used) and used to convey an idea. Proper nouns are given in the- vocabulary simply to show the child's method of pronunciation but are excluded from the final summing up of acquired words. (a) Sounds and Signs. Unfortunately, no account of the miant s babbling was kept, aside from the fact that in his very early days he "talked back" with the word "goo," which later changed to "ga goo," and that in the fifteenth week he often amused himself by making a continuous sing-song tone. 586 The First Five 'Hundred £>ays of a Child' s Life. 58Y As the proper care of the child depended so much upon the right interpretation of his cries, much more attention was given them; and, by the ninth week, one could distinguish the hunger- cry, the cry of pain, and impatience and one of appeal, which was used when, after crying from hunger, he saw his mother approaching his bed. In the eleventh week he added a mingled cry of pleasure and impatience by which he greeted the appear- ance of his dinner. In the nineteenth week when accidently hurt, he cried in a way which showed plainly that not only his body but his feelings were hurt. As early as the sixth week, pleasure was expressed by laugh- ing, although he did not laugh aloud until the ninth week. Very early in the imitative stage the lip movements 231st day accompanying such words as mamma, papa, and bye-bye were repeated. Two days later in response tq a lady's farewell he imitated both gesture and word* In the thirty-third week the child used a series of quick sounds made by a rapid inhalation and exhalation of the breath, to denote his satisfaction at his mother's approach. That the spontaneous use of a certain sound denoting a particular want, was at once understood and responded to, made the child very happy, and when after some experience he learned that this sound always commanded his mother's attention, he used it to denote other wants. In the thirty-eighth week the syllable "uh! uh!" was adopted to call attention to any object of interest. A dog was denoted by a gutteral sound similar to the German terminal g. (£) Understanding of Words. No evidence was given before the eighteenth week that words conveyed any idea. But when the child looked toward the 12211 day speaker at the sound of his name, "Albert;" and into the mir- ror at the word "baby;" he must have had some idea as to the "soth day meaning of the words. The words ' ' dinner, " " mamma, ' ' and ' ' papa ' ' were next i6 S th day comprehended. The child was fond of throwing toys from his bed or car- i>88 The Pirst fiive Hundred Days of a Child's Life. riage that he might have them returned to throw again. Hav- ing one day picked up and returned a toy fifteen times it was decided thereafter to leave them where they were thrown and to tell him "gone." He soon understood the significance of this word and threw only such things as he did not wish to keep. That the word carried its real significance is clear when aioth day he ceased to call for his papa after being told, "Papa, gone." The words bath (213), tree (217), kiss (229) and horse were next understood, and by the thirty-fifth week the child 338th day would look in turn toward his grandma, grandpa, and aunt as their names were called. In the thirty-seventh week when the meaning of the word "no-no" was dawning upon him it was sufficient to cause him to hesitate in an act, but it did not until the fifty -third week prevent him from accomplishing it. Six days after lamp was recognized as referring to a particu- lar hanging-lamp, the child showed, by pointing to a standing 367th day lamp in another room, that he had extended the word to em- brace all lamps. The way in which the word dog, first signifying a dog's image, was then applied to a small street dog, has been de- scribed (page 462). The word ride had long been understood to apply to the child's daily outing, but when in the fortieth week he was taken each day to meet his father he came to recognize "Go find papa' ' as referring to this outing and greeted it with dem- onstrations of joy. 376th day 'Picture" meant one particular picture and was not for sev- eral weeks used in a general sense. a83d day In response to a request to do so, the child took a handker- chief and wiped his nose, and at the word "blow" made a little blowing noise. Immediately upon awakening from a nap his attention was attracted by two tennis rackets which were hung upon the wall during his sleep. Holding himself erect he pointed excitedly toward the unfamiliar objects, saying "uh! uh! " As often as he referred to them he was told ' ' Papa's racket," and when 394th day The First Five Hundred Days of a Child's Life. 589 at evening he was asked ' ' Where is papa's racket ?' ' he turned toward them, but they were hidden by an open door, where- upon he leaned back until they came to view, and then cried, "Ah! ah!" He would look in its place for " papa's cane," look about the room for a fly, in the cat's accustomed haunts for kitty, dissent or assent when asked if he wanted water, and look toward a tree near the window to find the "birdies in the tree." The child's ability to understand is illustrated in the follow- ing incident: Among his Christmas toys was a box of blocks of whose use he had no idea. The first time they were given to him he accidentally dropped one which his attendant picked up with a great flourish. The child proceeded then to treat them all in a similar manner. From this time he seemed to look upon this as the proper use for blocks. One day after giving him the blocks he threw two and was 365th day about to throw the third when the mother'swarning, "No-no," stayed his hand as she continued "on the box; put it on the box. ' ' The child kept his eyes fixed questioningly upon his mother while she repeated the directions again and again. Then without removing his eyes from her face he slowly drew back his hand and set the block upon the box. The mother's approving ' ' Good boy ! ' ' changed the questioning look to one of satisfaction. He then put the remaining blocks one by one upon the box. This was the beginning of his block-building. Being obliged to leave him alone while preparing his supper 427th day I told him to play with his blocks while I got him an egg. He made no objection to being left alone, and when-six or eight minutes later I returned with the egg concealed, he demanded "Egg!" and shouted with delight as it was disclosed. Upon request the child extended the "foot" and "other 429th day foot' ' and later in the day pointed to the ' 'ear' ' and ' 'other ear;" he also pointed to the "eye", but when asked for the ' 'other eye' ' he pointed to the ' 'other ear. ' ' On the following day, however, he made no mistake when the questions were put. 590 The First Five Hundred Days of a Child's Life. 440th day Ten days later he was asked in the most confusing manner for Albert's eye and other eye, mother's ear and other eAj. etc. , but again made no mistake. Finally he was asked for^ mother's nose, which he found, and then for mother's other nose. He looked at her nose, then at one side and the other of her face and at last turned aWay with a most puzzled ex- pression. By the sixty-second week the child would relinquish valued objects or do distasteful things if good reasons were given. For example, he was allowed each evening before going to bed to hold his mother's watch a few minutes. When it was time for him to go and he was told to put the watch back he objected until told, "Little watch must go bye-bye, put the watch in its bed, ' ' whereupon he laid it in its case and there- after put it away willingly. If he was left alone in the room without explanation he protested vigorously, but if told, "Mother must go, but she will come back soon," he played happily until her return. While standing in his bed he said, ' 'Sizzie, sizzie, ' ' wanting a little pair of blunt scissors which lay upon the table near him. The mother replied, "No-no, scissors while you stand, sit down and have scissors, ' ' and he let himself down to a sitting posture and waited expectantly for the scissors. 496th day Creeping about the floor he backed under a piece of furni- ture. After trying vainly to extricate himself he called for mamma, who in reply gave him the following directions : ' ' Put your hand out. Now, put your other hand out. Now, creep a little. Now, you can get. up all alone." Having followed each direction he stood up looking very proud and happy. (e.) Words and Sentences. a6othday The word "bye-bye," said so unexpectedly in the thirty- third week, continued to be used until one day he refused to say it and did not again employ it for ten days, when he used it spontaneously and used it regularly thereafter. His father aoist day one morning offered him his finger, by which he might raise himself to a sitting posture in his bed. The child grasped the The fiirst Pive Hundred bays 0/ a Child's Life. 591 » finger, but made no effort to rise by its aid. After several trials his father left him saying, "All right, then, you can't • sft up. ' ' Thereupon the child promptly pulled himself up by the aid of the bed, and waving his hand toward his father's retreating figure said, ' ' Bye-bye. ' ' The next word was boo-woo, first said in imitation of the 391st day dog, but very soon used in answer to ' ' What does the dog say ? ' ' Great advancement was made in the understanding of words, but no new word was added until he exclaimed "Papa" as his father entered the room. A watch was held to the child's ear and the words ' 'tick-tick- tick' ' sounded in rhythm with the tick of the watch. After lis- tening a moment he repeated "chi-chi-chi." When on the 309th day following day he was asked what the watch said he answered, "Chi-chi," a pronunciation which was soon changed to tick- tick. Although familiar with the word kitty it was not articulated until spontaneously used in fright at the sudden appearance of a woolly object which he thought to be a kitty. Bath, box, shoe (326), gone (331) and paper (333), were 3 aistday first imitated and in a few days used independently. The next word, doll, was first used spontaneously as a doll was put into 335th day his hands. The first sentence, ' ' Papa gone, ' ' though first repeated after 338th day his mother, was from that time used independently. One morning while lying in his bed, he peeped over the pillow say- ing, " Peek-a-boo," not very well pronounced to be sure, but 339th day carrying a definite idea. A sudden appearance of the mother elicited the long-looked- for ' ' Mamma, ' ' which heretofore had been used only as the 340th day mamma of the babbling period. "Gone" was now-applied not only to persons and objects that had passed out of sight or possession, but also to objects which he wished removed. After eating his dinner he also said, 36*1 day "Gone," and later "all gone." ' ' Papa ' ' first included all men, then an exception was made in the case of the one who cared for the furnace who was 892 The fiirst Five Hundred Days of a Child's Life. 367th day "man." This word later became the general term for all men, while papa was applied to but one individual. 381st day One day after caressing his father, saying, "Papa" and his mother as he said "Mamma", he put one hand on each face, saying "Pa-mamma", "Ma-papa." This original compound was used several times subsequently and was then permanently dropped. 383d day The child approached forbidden objects, holding his finger as near to them as possible without touching them as he said "No-no." 3S7M1 day On one occasion he refused a picture book which was offered him, at the same time pointing to the bookshelf, saying, "Book-moo." The book whose cover was ornamented with a large picture of a cow was taken down and proved to be what he wanted. V 4oistday After putting the little watch to bed, as usual, he said with long pauses between words, "Tick-tick, gone, bye-bye," and the next day alter watching his father's departure, Said, "Papa, gone, bye-bye." The songs and rhymes selected for his entertainment were always chosen with direct reference to the words which he un- derstood, for example, when he was familiar with the words Cat, cow, dog, dish and spoon, he was introduced to the classic "Heydiddle, diddle, the cat and the fiddle," which gave him the keenest delight. With the acquisition of birdie and tree, "I,ittle birdie in the tree" was presented, and when he had seen the birds hopping about in the snow, he was ready to enjoy "Little birdie in the snow." Very soon he began to use a prominent word of each one as a request for that particular rhyme. , In the thirty-eight week the syllable "bu" was adopted to designate any want for which the child had no other word. Originally he used this syllable only as referring to food but gradually extended its signification to include all wants.* 411th day "Papa-shoe-black-box" meant papa blacks his shoes on that ♦Several instances of invented words to signify particular things are recorded by Tracy, "Psychology of Childhood," page 130. The First Five Hundred Days of a Child's Life. 593 box, and "Bird, peep-peep" signified "the bird says peep- peep." One of the longest combinations at this time was "Papa dear gone — back home" i.e.; "Papa dear has gone, but he will come back home. ' ' In the sixty-second week the child frequently joined a few words together with a string, of meaningless syllables for ex- ample, mo-me, ma-mum, mo-me, mamma, or bo-be, bo-ba-ba, baby*, etc. , as it was some time since he had indulged in meaningless babble, it seemed probable that he was conversing to his toys in imitation of the conversations which he over- heard and which must have sounded to him 1 ike a succession of unintelligible sounds with here and there a word. During this week he first supplied the rhyming words of his little songs and ditties (see page 525) and began calling himself and the members of the family by name. He must have had a definite idea of ownership as he pre- fixed the names of objects with the owner's name. For example, mamma-ear, papa-brush Albert-shoe, frequently abbreviating them to "ma-ear, pa-brush, ba-shoe." At the end of the sixty-second week a list of the elementary 43 6th day sounds used in a day was made, as follows: a, a, a, &, b, d, 6, f, g, h, I, k, 1, m, n, 0, 6, p, s, t, do, So, consonant y and %. There were days when so many new words were added and so many notable incidents occurred that it was necessary to keep, a pencil constantly in hand. The first day Of the sixty-third week was such a day. The 437th day words hand, poker, shirt, chain, cup and fire were indepen- dently used without having been previously imitated. " Choo- choo, ' ' which had been used the day before when listening to the cars, was spontaneously used as ' ' choo-choo-car ' ' in de- scribing what he had seen. From the sounds which they made he named dogs, ' 'bow-wow ' ' and birds, ' 'peep-peep. ' ' When he wanted a pencil he went to his father saying, 4 6,»tday "Mark, pencil." The child found the picture of a lady, which had been hung 46sth ^^ *A similar use of meaningless syllables is recorded by Preyer, "The Development of the Intellect," page 132. 594 The First Five Hundred Days of a Child's Life. up for his enjoyment, blown down by the wind, and said "Blow-lady-down-floor." Some of the new combinations were ' ' baby cry, " " mamma sew, " " choo-choo-car gone by , " and ' ' blacking cover, ' ' a name which he gave to the cover of the blacking box. 474th day Upon seeing a little broom standing in the corner he said "Mamma-broom-corner-sweep;" i.e., "mamma's broom is in the corner; mamma sweeps with the broom." The word "corner" was at first always applied to objects standing in corners, as "papa cane, corner;" but its use was extended to * include anything standing against the wall. During the prog- ress of preparing the child's supper, he heard from an adjoining room the sound of the egg and spoon coming in contact, and cried out "Crack, eggl" This phrase was elaborated a few days later to "Crack, the egg, spoon," thus introducing the first article. On the same day he greeted the sound of the break- fast bell with ' ' dinner, egg, potato. ' ' While watching for his father to come home he said,* "Papa coming, nice papa. ' ' Looking at my hand he said, ' 'You hand, mamma hand ;" I replied, '".Here is my hand, where is jour hand?" After looking puzzled for a few moments his face cleared, and holding up both hands he cried, "There !" Watches and garters were used in the plural, but as he had heard these words oftener in the plural than in the singular, it was not thought significant until five days later when, with a brush in each hand, he said, "Two papa brushes," (bruche) and pointing toward the side-board said, "Mamma dishes." As the child frequently used both of these words in the singu- lar, it was clear that he intentionally expressed a plural idea. 479th day A ride behind a Shetland pony was described as follows ; "Pony, horsie — pony ; boy walk, Anna walk, pony;" which really meant, "Albert had a ride with the pony— a little horse —boy and Anna walked, but Albert had the pony." The next morning he told his father, "Boy walk, Anna walk," and in answer to the inquiry, "What did Albert do?" he said, "Pony, ride, pony." 481st day On the day when the word away was first used it appeared 474th day 475th day • 478th day 1478th day The First Five Hundred Days of a Child's Life. 595 in several sentences, as "papa gone away," and "bow-wow gone away, ' ' and when lie had had sufficient dinner, he motioned the cup "away," again using the word. Another, was similarly introduced. While walking- on the street he said, "Hofsie;" then as we passed a second one, "Another horsie." Taking two books he said, "Book" and "Another book." When little Anna came in with her hat on, he exclaimed, 4 8istday "Anna's hat !" The possessive 's being clearly enunciated. In the fifty-ninth week the child often said, "Me," as he looked toward the window. By the sixtieth week I decided that to him it referred in some way to the birds, and that he had gotten it from the last line of the bird-song — ' 'Sing a song to me. ' ' The word seemed pleasing to his ear, and he often said it. In the sixty-fourth week, I put my hand on his head saying, "This is me," afterward when I asked, "Where is little me?" he put his hand on. his face saying, "There!" In the sixty-eighth week after coughing, he said, "Choke me." This sentence was used on several similar occasions. In the seventieth week in reply to the question, "What is 485th day mother going to do?" he said, jquite truly, '.'Wash me." In spite of these instances in which the word was correctly used, I believe that its true meaning was not understood, for on all other occasions he used his name in the objective. In the family of which we formed a part, there were for a time three children, Florence, Anna, and Arthur whom the child called "boy." One day as I was singing: 485th day " Mamma, said little Nellie, may brother Frank and I Go out and catch the feathers that are falling from the sky ? " he constantly called " Anna." It finally occurred to me to substitute Anna's name for Nellie, whereupon the calling ceased. In a few moments, however, he suggested "boy," which was inserted instead of Frank. This seemed to please him very much for a time, but when it occurred to him that Florence had been forgotten he demanded " Florence. " The second line was amended to include" Florence, and the child was perfectly happy, Thereafter he insisted on having the revised version. 596 The First Five Hundred Days of a Child's Life. 488th day At the sound of the scissors' grinder's bell he said "Scissor- man, ding-dong .bell — take kitty out." His first thought seemed to be "There's the scissors-man; his bell says ' ding- dong bell,' " but the words reminded him of the rhyme the last words of which he added. 490th day That words expressing space-relations were beginning to be understood was made manifest when the child turned to look for something which he was told was behind him. A day later while playing he laid a toy shovel on top of a hair-pin, saying ' ' Shovel on mamma pin, ' ' then putting the hair-pin to his teeth, added "Pin in mouth." Something said at the table caused a general laugh in which the child joined, saying "Joke, funny!" No one knows how he acquired these words, but in some way he had learned to associate a laugh with these words. Somewhat later .when he expected a laugh, he said "Joke," but if no one laughed he said soberly " No joke at all," as had been said to him on one or two occasions when he had tried to make a laugh to cover up his shortcomings. Some curious misunderstandings of words occurred in the sixty-ninth and seventieth weeks. Reference being made to Aunt Nell, whom he did not remember, his face brightened up as he said " Oat-meal. " I again said "Aunt Nell," and as before, he responded ' ' Oat-meal. ' ' His father, to whom he handed a pencil-eraser, took it, saying "Mamma's rubber." The child looked at his recently vaccinated leg which he often wanted rubbed, and said " Mamma rub it." During a conversation to which he seemed to pay no heed, the words, "Yes, he knows," occurred. He immediately looked up, and with his hand on his nose repeated " He nose." 4o4thday Prepositions were introduced in many sentences, such as "dish of water," "mamma umbrella stand in the corner," 495th day "water on he hand," and "papa-hat on Albert." Some of the other combinations were ' 'comb and brush, ' ' ' 'brush papa noses" and ' two pencils to mark." 496th day A gentleman of whom the child was especially fond was the recipient of the first spontaneous "Good morning." As he did not hear it the child repeated " Morning Ayres." The First Five Hundred Days of a Child's Life. 597 The longest combination of words was, ' 'Take a bath with 496th day soap be clean." Possessives were not used after the one recorded above until he said, referring to some object, "mamma's" or "papa's." "Horsie run" was changed to "horsie runs." As he started sooth day off one day to an adjoining room he explained "Find lady." Having found her and received a cookey he returned. As soon as the cookey was gone, however, he went again, this time, saying "Find lady, cookey." The difficulties under which the child was laboring, while making this progress, will be better understood when it is re- membered that from the sixty-second week he was learning to walk. In the sixty-fourth week he began cutting double teeth and wrestling with the whooping cough. (jT) Pronunciation. The first six words articulated were words in which the syllable was doubled, as "Bye-bye." Quite independently the child substituted onomatopcetic words for the name of the object, for example, tick-tick (watch), choo-choo (car), peep-peep (bird), bow-wow (dog), and moo (cow). Previous to the fourteenth month, terminal conson- ants were for the most part ignored, exception being made in soap and sleep, in which the terminal consonant only was sounded. From the beginning of the fourteenth month termi- nal consonants appeared in new words and were added to old ones. The difficulty of pronouncing words beginning with a vowel was avoided by preceding the vowel by the consonant which followed it, ignoring /, as pap'-a (apple), Nanna (Anna), Baba (Albert), yi (eye). Initial / and r became y and w, ya'e (lady) yub (rub), but terminal / and r were well articulated. In tail and coal the effort to sound the / was so great that the words became tal'u, col'u. Both / and r when preceded by a con- sonant became w, as kwen (clean), bwoke (broke), / in the middle of a word became y, as poi'ya (pillow), Te'ya (Tillie), beyoom (balloon). Initial j usually became/, as in fop (soap). 598 The First Five Hundred Days of a Child's Life. S followed by a vowel or in the combination'^ was correctly pronounced as so (sew), shoo (shoe). Ch initial and^- when followed by a vowel were well articulated, although^- followed by r became b, as beween (green), bmasse (grass). Ch terminal was changed to sh, as [Fish (Fitch)]. From time to time pronunciations were amended, either as a result of better hearing of the true sounds, or because of an in- creased power of articulation. Just what these changes were may be seen by reference to the table of pronunciation. (.T3 ca o an a 294 385 367 333 423 314 423 223 314 384 321 291 350 478 333 432 444 447 384 Sound Defined and Diacritic all v Designated. b =b in bat d =d id do f ==f in fun g = gin go h = h in how j =j in jet, g in gem... k = k in kite, c in cat, ) ch in chyle ) 1 =1 in lot...." m = m in man n = n in not p = p in pen r =r in rest s = s in so, c in cent t = t in ten v = v in vat z = z in zest, s in has. . . ch = ch in church sh = sh in she ng = ng in sing (x= ks and qu = kw) izh = z in azure. ) wh = wh in when. ) « o OH 223 335 399 333 426 490 314 417 342 384 390 395 364 314 364 399 326 433 5 8 I* 48 25 14 11 12 2 43 5 32 45 36 7 13 44 9 5 13 11 The First Five Hundred Days of a Child's Life. 60& Table II. — Showing Step3 of Improvement in Psondnciatiost. noun 1437 poker po-pB noun The First Five Hundred Days of a Child's Life. 605 Table III. — Vocabulary — (Continued. ) 6 Word. Pronun- Part of z°i to W«BD. Pronun- Part of III C3 n ciation. Speech. gal CO o ciaLion. Speech. g£« EG 15 th Month 16th Month (Continued) (Continued) 437 fire fl noun 461 pencil pSnt-n5 noun 437 chain IS, noun <-? 462 coming t&m-in verb 439 hat hat noun 463 handle h2ng-l notin 440 cane han noun 463 sing hing verb 44(1 hair her noun £ a 463 Florence Ham-B P.noun 440 bloomer boo- me noun 2§ 405 calendar kiid-nu noun 441 there er adverb 465 girl gul noun 441 bottle ba-kii noun 465 blow bo verb 442 flower foi-yS noun * 465 ■floor for noun 442 foot foot noun 406 brownie bow-mB noun 442 toe to noun 466 English Ing-ish P.noun 443 tight tit adjective 466 bump bump verb 444 down down adverb ow 466 collar ka-yd noun 444 stocking tdt-nS noun 466 cuff kuf, noun 444 clock kok noun 466 knee nB noun 445 pillow poi-ya noun 467 drink bwlngk nonn(vfrb) 445 mouth mow noun 467 milk mB ilk verb 447 whiskers wit-te noun w 467 pie Pi noun 447 grandma bSm-a noun 467 playing p3-in noun 447 toy toi noun 4G7 blacking bwSk-in verb 447 Bridgeman Bim-8n P.noun 468 chicken chik-n noun 448 button biip-n5 noun 468 cry kl noun 449 choo choo [car] choo-choo adjective 468 by bl verb 449 balloon bydom noun 468 umbrella bw5-wd preposition 450 postman pti-man noun 469 letter ySt-ta noun 451 walk w?k verb 469 Pig pik noun 451 more mO-B adjective P.noun 469 camel ka-mB noun 451 Bingo Bim-bo 469 blue boo adjective 453 bell be noun 470 green bBn adjective 453 comb k&m noun 470 grass bas-sB noun 453 Alice A-wB P.noun 470 music moo-B noun 454 door do-B noun 470 sew sO verb 454 Mary Mii-mD P. noui 471 horse ha-tB noun 455 bib bib noun 471 Spank pangk verb 456 potato ta-io noun 472 finger flng-B noun 456 pin pin noun 472 garter ga-tB noun 456 water wat-nS noun 472 472 open raining Op-nB w3-nln verb verb 16th Month 473 473 sheep deer shBp dB noun noun 460 cover hfi-wd noun 473 donkey diik-B noun 460 pen pSn noun 473 Fish fEsh noun 460 owl wow noun 473 cake kSk noun 461 pants pSng , noun 473 bread bw8t noun 461 mark mart verb 473 oatmeal Ot-mB noun 606 The First Five Hundred Days of a Child's Life. Table III.— Vocabulary— (Continued.) B Word. Pronun- ciation. Part of Speech. g.S5 CO 6 a a Word. Pronun- ciation. Part of Speech. 3 41 GO 16th Month 16th Month (Continued; (Continued) 473 glasses g&t-te noun 484 meat mBt noun 473 bite bit verb 484 aroken bwOk idjective 473 Brainerd BIn-ne P. noun 484 aowder pow-dB noun 473 college kdd-B noun 485 do [> 2 a a, a o- B O CD ^ ^j. c o o 2 o H C B. a" a O B ct- CO «- o : g : v g : . B : : < a * 2 ~ 8 = a £ ' I & I 5 00 3. 3 100 2 2 66.0 1 1 33.0 Words Acquired. Total to Date. Per Cent. §2 ? 9 9 12 100 .. 2 16.6 8 9 75.0 1 1 8.3 Words Acquired. Total to Date.. Per Cent. a 3 e 12 24 100 1 3 12.5 10 19 79.2 1 2 8.3 Words Acquired. Total to Date. Per Cent. Ft 3 o 14 38 100 1 4 10.5 11 30 79.0 1 3 7.9 1 1 2.G Words Acquired. Total to Date. Per Cent. CM r 3 © 20 58 100 .. 4 69 14 44 76.0 3 10.3 2 3 5.1 1 1 1.7 Words Acquired. Total to Date. Per Cent. sr 3 © 48 106 100 .. 4 3.7 40 84 79.3 2 8 7.5 4 7 •" 6.7 2 3 2.8 Words Acquired. Total to Date. Per Cent. cn 9 3 o 93 199 100 .. 4 2.0 57 141 71.0 20 28 14.0 10 17 8.5 2 5 2.5 1 1 0.5 2 2 1.0 1 1 0.5 Words Acquired. Total to Date. Per Cent. ST 3 p 33 233 100 1 5 2.2 15 156 67.2 9 37 16.0 3 20 8.6 .. 5 2.3 4 5 2.3 1 3 1.3 .. 1 0.4 Words Acquired. Total to Date. Per Cent. M 3 e -3 >. C/3 o H PS > o a c o o o SO O cn > 2! D a pi >-* se O 608 The First Five Hundred Days of a Child's Life. CHART, SHOWING THE ACQUISITION OF WORDS AND THEIR GRAMMATICAL DISTRIBUTION. ■90'/o 80% 70% 60% 50<>/o 40o/o 30% 200/o lOO/o 89&10 Months nth. Month 12th. Month 13th. Month 14th. Month 15th. Month 16th. Month 17th. Month TRACY'S TABLE ,•'*** ^j*—~~ / / 69.' i ■§>' 7—-^ v 6SW v mi 21 Si js T ou os*» Nouns V 4' it I ■b #' •$'(14 1 \S / £-G3 4' • A" 1 01.' i Verbs i 5 .-■' ^e> £t-* Adjecti-vps A 40 .-• • -•■ '49 kf"_ a^^ — i ' ' Adje tues ■^•Pror. Adverbs • Lit, i*«* March, 1897. Physiological Laboratory, Northwestern University Medical School, Chicago. arW38237 C ° me " Un ' VerSi,y L,brary The first five hundred days of a child's 3 1924 031 759 818 olin.anx