isite
centro-motor impulses. He forms correctly the few syllables he has
already learned of his future language, i. e., those he has at the time
in memory as sound-combinations (sensory), but can _not yet_ group them
into new words; e. g., he says _bi_ and _te_ correctly, learns also to
say "_bitte_," but not yet at this period "tibe," "tebi." He lacks still
the motor co-ordination of words.

At this period the gesture-language and modulation of voice of the child
are generally easy to understand, as in case of pure ataxic aphasia (the
verbal asemia or asymbolia of Finkelnburg) are the looks and gestures
of aphasic adults. Chiefly _n_, _f_, and M are as yet imperfectly
developed.

_Central Stammering and Lisping (Literal Dysarthria)._--Children just
beginning to form sentences stammer, not uttering the sounds correctly.
They also, as a rule, lisp for a considerable time, so that the words
spoken by them are still indistinct and are intelligible only to the
persons most intimately associated with them.

The paths _d_ and _i_, and consequently the centro-motorium M, come
chiefly into consideration here; but L also is concerned, so far as from
it comes the motor impulse to make a sound audible through M.

The babbling of the infant is not to be confounded with this. That
imports merely the unintentional production of single disconnected
articulate sounds with non-cooerdinated movements of the tongue on
account of uncontrolled excitement of the nerves of the tongue.

_Stuttering (Syllabic Dysarthria)._--Stutterers articulate each separate
sound correctly, but connect the consonants, especially the explosive
sounds, with the succeeding vowels badly, with effort as if an obstacle
were to be overcome. The paths _i_ and _l_ are affected, and hence M is
not properly excited. S, too, comes under consideration in the case of
stuttering, so far as impulses go out from it for the pronunciation of
the syllables.

Children who can not yet speak of themselves but can repeat what is said
for them, exert themselves unnecessarily, making a strong expiratory
effort (with the help of abdominal pressure) to repeat a syllable still
unfamiliar, and they pause between the doubled or tripled consonant and
vowel. This peculiarity, which soon passes away and is to be traced
often to the lack of practice and to embarrassment (in case of threats),
and which may be observed _occasionally_ in every child, is stuttering
proper, although it appea