yet_ regulated by the will. Its movements are aimless.

_b. Mogilalia._--Children, on account of the as yet deficient control of
the external organs of speech, especially of the tongue, can _not yet_
form some sounds, and therefore omit them. They say, e. g., _in_ for
"hin," _aetz_ for "Herz," _eitun_ for "Zeitung," _ere_ for "Schere."

_Gammacism._--Children find difficulties in the voluntary utterance of K
and Ks (_x_), and indeed of G, and therefore often omit these sounds
without substituting others; they say, e. g., _atsen_ for "Klatschen,"
_atten_ for "Garten," _asse_ for "Gasse," _all_ for "Karl," _ete_ for
"Grete" (in the second year), _wesen_ for "gewesen," _opf_ for "Kopf."

_Sigmatism._--All children are late in learning to pronounce correctly
S, and generally still later with Sch, and therefore omit both, or in a
lisping fashion put S in place of Sch; more rarely Sch in place of S.
They say, e. g., _saf._ in place of "Schaf," _int_ for "singt," _anz_
for "Salz," _lafen_ and _slafen_ for "schlafen," _iss_ for "Hirsch,"
_pitte_ for "Splitter," _tul_ for "Stuhl," _wein_ for "Schwein,"
_Tuttav_ for "Gustav," _torch_ for "Storch" (second year), _emele_ for
"Schemel," _webenau_ for "Fledermaus," but also _Kusch_ for "Kuss." But
in no case have I myself heard a child regularly put "sch" in place of
_s_, as _Joschef_ for "Josef." This form, perhaps, occurs in Jewish
families; but I have no further observations concerning it as yet.

_Rhotacism._--Many children do not form R at all for a long time and put
nothing in place of it. They say _duch_ for "durch," _bot_ for "Brot,"
_unte_ for "herunter," _tautech_ for "traurig," _ule_ for "Ruhe,"
_taenen_ for "Thraenen," _ukka_ for "Zucker." On the contrary, some form
early the R lingual, guttural, and labial, but all confound now and then
the first two with each other.

_Lambdacism._--Many children are late in learning to utter L, and often
omit it. They say, e. g., _icht_ for "Licht," _voge_ for "Vogel,"
_atenne_ for "Laterne," _batn_ for "Blatt," _mante_ for "Mantel."

(2) Literal Pararthria or Paralalia.

Children who are beginning to repeat intentionally what is said, often
put another sound in place of the well-known correct (no doubt intended)
one; this on account of deficient control of the tongue or other
peripheral organs of speech. E. g., they say _t_ in place of _p_, or _b_
for _w_ (_basse_ for "Wasser" and for "Flasche"), _e_ for _i_ and _o_
for _u_, as i