e).
_Ba_, " Backe (back).
_Baat_, " Bart (beard).
_Oe, Oa_, " Ohr (ear).
_Opf_, " Kopf (head).
_Tenn_, " Kinn (chin).
_Taene_, " Zaehne (teeth).
_Hai_, " Haar (hair).
_Ulter_, " Schulter (shoulder).
_Aam_, " Arm (arm).
_Ann_, " Hand (hand).
_Wier_, " Finger (finger).
_Daima_, " Daumen (thumb).
_Anu_, " Handschuh (glove).
_Bain_, " Bein (leg).

But not one word has the child himself invented. When a new expression
appears it may be surely traced to what has been heard, as _uppe_,
_oppee_, _appee_, _appei_, to "Suppe." The name alone by which he calls
on his nurse, _wola_, seemed hard to explain. If any one says, "Call
Mary," the child invariably calls _wola_. It is probable, as he used to
call it _wolja_, that the appellation has its origin in the often-heard
"ja wohl."

The correct use of single words, picked up, one might say, at random,
increases in a surprising manner. Here belong _baden_, _reiputtse_, for
"Reissuppe," _la-ock_ for "Schlafrock," _boter_ for "Butter,"
_Butterbrod_, _Uhr_, _Buch_, _Billerbooch_ for "Bilderbuch." In what
fashion such words now incorporated into the child's vocabulary are
employed is shown by the following examples: _Tul_ (for "Stuhl")
means--(1) "I should like to be lifted up on the chair; (2) My chair is
gone; (3) I want this chair brought to the table; (4) This chair doesn't
stand right." If the chair or other familiar object is broken, then it
is still styled _putt_ (for "caput," gone to smash); and if the child
has himself broken anything he scolds his own hand, and says _oi_ or
_oui_, in place of "pfui" (fie)! He wants to write to his grandmother,
and asks for _Papier_, a _daitipf_ (for "Bleistift," pencil), and says
_raiwe_ (for "schreiben," write).

That misunderstandings occur in such beginnings of speech seems a matter
of course. All that I observed, however, were from the child's
standpoint rational. Some one says, "Schlag das Buch auf" (Open the
book, but meaning literally "Strike upon the book"), and the child
strikes upon the book with his hands without opening it. He does the
same when one says, "Schlag auf das Buch" (Strike upon the book). Or we
say, "Will you come? one, two!" and the child, without being able to
count, answers, "Three, four." He has merely had the sequence 1, 2, 3,
4, said over to him frequently. But, on