rs more seldom than in stutterers. Example: The
child of two years is to say "Tischdecke," and he begins with an
unnecessary expiratory effort, _T-t-itt-t_, and does not finish.

Stuttering is by no means a physiological transition-stage through which
every child learning to speak must necessarily pass. But it is easily
acquired, in learning to speak, by imitation of stutterers, in frequent
intercourse with them. Hence, stutterers have sometimes stuttering
children.

_[beta]. Stumbling at Syllables._--Children that already articulate
correctly separate sounds, and do so intentionally, very often put
together syllables out of the sounds incorrectly, and frame words
incorrectly from the syllables, where we can not assume deficient
development of the external organs of speech; this is solely because the
co-ordination is still imperfect. The child accordingly says _beti_
before he can say _bitte_; so too _grefessen_ instead of _gefressen_.

The tracts _l_ and _n_ are still incompletely developed; also S and W,
so far as impulses come thence to utter syllables by means of M.

_b. Paraphasia._--Children have learned some expressions in their future
language, and use them independently but wrongly; they put in the place
of the appropriate word an incorrect one, confounding words because they
can _not yet_ correctly combine their ideas with the word-images. They
say, e. g., _Kind_ instead of "Kinn," and _Sand_ instead of "Salz"; also
_Netz_ for "Nest" and _Billard_ for "Billet," _Matrone_ for "Patrone."

The connection of D with M through _n_ is still imperfect, and perhaps
also M is not sufficiently developed.

_Making Mistakes in Speaking (Skoliophasia)._--In this kind of
paraphasia in adults the cause is a lack of attention; therefore purely
central concentration is wanting, or one fails to "collect himself";
there is distraction, hence the unintentional, frequently unconscious,
confounding of words similar in sound or connected merely by remote,
often dim, reminiscences. This kind of mis-speaking through carelessness
is distinguished from skoliophrasia (see below) by the fact that there
is no disturbance of the intelligence, and the correction easily
follows.

Skoliophasia occurs regularly with children in the second and third
years (and later). The child in general has not yet the ability to
concentrate his attention upon that which is to be spoken. He _wills_ to
do it but _can_ not yet. Hence, even in spite of the