n _bete_ for "bitte," and _Ohr_ for "Uhr."

_Paragammacism._--Children supply the place of the insuperably difficult
sounds G, K, X by others, especially D and T, also N, saying, e. g.,
_itte_ for "Rike," _finne_ for "Finger," _tein_ for "Klein," _toss_ for
"gross," _atitte_ for "Karnickel," _otute_ for "Kuk," _attall_ for
"Axel," _wodal_ for "Vogel," _tut_ for "gut," _tatze_ for "Katze."

_Parasigmatism._--Children are late in learning to utter S and Sch
correctly. They often supply the place of them, before acquiring them,
by other sounds, saying, e. g., _tule_ for "Schule," _ade_ for "Hase,"
_webbe_ for "Wasser," _beb_ for "boes," _bebe_ for "Besen," _gigod_ for
"Schildkroete," _baubee_ for "Schwalbe."

_Pararhotacism._--Most children, if not all, even when they have very
early formed R correctly (involuntarily), introduce other sounds in
place of it in speaking--e. g., they say _moigjen_ for "morgen," _matta_
for "Martha," _annold_ for "Arnold," _jeiben_ for "reiben," _amum_ for
"warum," _welfen_ for "werfen."

_Paralambdacism._--Many children who do not learn until late to utter L
put in its place other sounds; saying, e. g., _bind_ for "Bild," _bampe_
for "Lampe," _tinne_ for "stille," _degen_ for "legen," _wewe_ for
"Loewe," _ewebau_ for "Elephant."

(3) Bradylalia or Bradyarthria.

Children reciting for the first time something learned by heart
speak not always indistinctly, but, on account of the incomplete
practicability of the motor-paths, slowly, monotonously, without
modulation. Sounds and syllables do _not yet_ follow one another
quickly, although they are already formed correctly. The syllables
belonging to a word are often separated by pauses like the words
themselves--a sort of dysphasia-of-conduction on account of the more
difficult and prolonged conduction of the motor-impulse. I knew a boy
(feeble-minded, to be sure) who took from three to eight seconds for
answering even the simplest question; then came a regular explosion of
utterance. Yet he did not stutter or stammer. When he had only _yes_ or
_no_ to answer, the interval between question and answer was shorter.

Here belong in part also the imperfections of speech that are occasioned
by too large a tongue (macroglossia). When a child is born with too
large a tongue, he may remain long alalic, without the loss of
intellectual development, as was observed to be the case by Paster and
O. von Heusinger (1882).

II. DYSPHRASIA (DYSLOGICAL DI