1897.] Psychology. 457 
months, but records ‘a vocabulary of 5 words at the end of the 12th 
month, 384 in the 22d, and 570 in the 24th. 
Nouns and interjections were in each case the first parts of speech 
used: the verb appeared next, in the 11th (H) and 16th (M) months. 
Since the number of interjections (acquired first, H) remained practi- 
cally stationary, while the nouns increased rapidly, and since the num- 
ber of verbs began to increase rapidly only during the 16th month 
(from 8 to 28 in this month, H), the difference between the two cases 
is not so great as might appear. If we bracket together (1) nouns and 
interjections, (2) verbs, (8) adjectives and adverbs, and (4) prepositions, 
pronouns and conjunctions, the order of acquisition of the parts o 
speech was the same. The order of relative importance, according to 
H, at the end of the 17th month, was (1) nouns, (2) verbs, (3) adjectives, 
(4) adverbs, prepositions and interjections (equal), (5) pronouns, ete. ; 
the same order is given by M at the end of the 24th month, excepting 
that pronouns had risen to fourth place. 
The first sentence (in each case, “ Papa, gone,”) was formed in the 
48th (H) and 66th (M) weeks respectively. The interrogative form 
appeared in the 69th week (H), and between the 66th and 79th weeks 
(M). As one record closes with the 72nd week, it is impossible to follow 
the progress further in this direction. 
The comparison of these records suggests the desirability of a more 
uniform classification of data, as well as the need of extreme care in 
interpreting them. 
Drawing.—One number of the University of California Studies is 
devoted to four studies, by careful observers, of the progress of indi- 
vidual children in learning to draw. Prof. E. E. Brown summarizes 
the results in a supplementary paper. In the first stage (scribbling), 
he finds the chief element to consist in the pleasure in producing (mak- 
ing marks, changes); the interest is in the process rather than the 
product. Later, comes the notion of representing something; there is 
now a mingling of visual with the earlier motor images; the latter pre- 
dominate at first, but in the course of time the visual picture comes to 
control the motor presentation. These observations, says Prof. Brown, 
agree with those of Prof. Baldwin, except that in the California investi- 
gations the children were generally not provided with a copy, and the 
advance was consequently not so rapid. Prof. Brown is unable to set 
any time for the first appearance of tracery imitation, and believes 
that this idea must be present in some dim form from the start. He 
emphasizes the importance of imitation as a stimulus to drawing, as 
well as an aid to progress in the art. 
