llections of the second
and third years far on into the more advanced years of childhood. It
is merely because no one makes such a useless experiment that older
children lose the memory-images of their second year. These fade out
because they are not combined with new ones.

At what time, however, the first natural association of a particular
idea with a new one that appears weeks or months later, takes place
without being called up by something in the mean time, is very hard to
determine. On this point we must first gather good observations out of
the second and third half-years, like the following:

"In the presence of a boy a year and a half old it was related that
another boy whom he knew, and who was then in the country far away,
had fallen and hurt his knee. No one noticed the child, who was
playing as the story was told. After some weeks the one who had fallen
came into the room, and the little one in a lively manner ran up to
the new-comer and cried, 'Fall, hurt leg!'" (Stiebel, 1865).

Another example is given by G. Lindner (1882): "The mother of a
two-year-old child had made for it out of a postal-card a sled
(Schlitten), which was destroyed after a few hours, and found its way
into the waste-basket. Just four weeks later another postal-card comes,
and it is taken from the carrier by the child and handed to the mother
with the words,'_Mamma, Litten!_' This was in summer, when there was
nothing to remind the child of the sled. Soon after the same wish was
expressed on the receipt of a letter also."

I have known like cases of attention, of recollection, and of
intelligence in the third year where they were not suspected. The
child, unnoticed, hears all sorts of things said, seizes on this or
that expression, and weeks after brings into connection, fitly or
unfitly, the memory-images, drawing immediately from an insufficient
number of particular cases a would-be general conclusion.

Equally certain with this fact is the other, less known or less
noticed, that, _even before the first attempts at speaking, such a
generalizing and therefore concept-forming combination of
memory-images regularly takes place_.

All children in common have inborn in them the ability to combine all
sorts of sense-impressions connected with food, when these appear
again individually, with one another, or with memory-images of such
impressions, so that adaptive movements suited to the obtaining of
fresh food arise as the result of