200 Wisconsin Academy of Sciences, Arts, and Letters. 
ing upstairs together, are apprehended in a single act of atten¬ 
tion so they tend to stick together in representation, and in ex¬ 
pression they require to be named together. In atten¬ 
tion they gradually fuse into a unity which ultimately will be 
expressed by we; but in the child’s speech the old habit of nam¬ 
ing each object separately persists, and so he must use “baby” 
and ‘ ‘ Mamma ’ ’ The use of the and shows the growth in coordin¬ 
ation or integration of the two objects. Now, there is not quite 
the same necessity for coordination in successive actions per¬ 
formed by the same object, though, of course, with development 
they tend constantly toward integration, and by the fourth year 
it is plain that coordination has been achieved. The child 
then joins with the conjunction two or three of his own acts, 
as well as those of his parents, his brothers and sisters, his dog, 
and so on. And what has been said of the coordination of ac¬ 
tions applies also without modification, I think, to the coordina¬ 
tion of attributes. 
The first conjunction appearing in the child’s speech is un¬ 
questionably and. As for the order of the appearance of the 
other conjunctions one can not speak with certainty. Probably 
or is the second to be used with strictly conjunctional meaning. 
The child says, “Baby have apple or peach?” This expres¬ 
sion was forced upon H. early because of her being required 
to choose between eatables, the parent saying: “Take this or 
that.” The child early hears or used a great deal,—“Hurry 
or I will go;” “look out or the baby will fall;” and so on ad 
libitum. Of course, the central processes required for its in¬ 
telligent employment are quite a bit more complex than in the 
case of and; and I think it is apt to be employed as a result 
of mere imitation at the outset. 
The general principle holds, that the appearance of any con¬ 
junction depends primarily upon the complexity of the thought 
which it is employed to express, though imitation is always a 
disturbing factor, leading to the mechanical use early of a term 
much heard from the lips of parents and others. Because is 
snch a term, I think. Quite early one may hear the child say¬ 
ing, ‘ ‘ ’cause I do, ” “ ’cause I must, ” “ ’cause I want to, ’ ’ and 
