Gustav Lindner ("Twelfth Annual Report of the Lehrer-seminars at Zschopau," 1882, p. 13) heard from his daughter, in her ninth week, _arra_ or _aerrae_, which was uttered for months. Also _aeckn_ appeared early. The principle of the least effort Lindner finds to be almost absolutely refuted by his observations. He rightly remarks that the frequent repetitions of the same groups of sounds, in the babbling monologues, are due in part to a kind of pleasure in success, such as urges adults also to repeat their successful efforts. Thus his child used to imitate the reading of the newspaper (in the second half-year) by _degattegattegatte_. In the eleventh and twelfth months the following were utterances of hers in repeating words heard: _omama_, _oia_ (Rosa), _batta_ (Bertha), _aechard_ (Richard), _wiwi_ (Friedchen), _agga_ (Martha), _olla olla_ (Olga, her own name). Milch (milk) she called _mimi_, Stuhl (chair) _tuhl_, Laterne (lantern), _katonne_, the whistle of an engine in a neighboring factory, _wuh_ (prolonged, onomatopoetic), Paul, _gouch_, danke (thank you), _dagn_ or _dagni_, Baum (tree), _maum_. Another child substituted _u_ for _i_ and _e_, saying _hund_ for "Kind," and _uluwant_ for "Elephant"; thus, _ein fomme hund lass waede much_ for "ein frommes Kind lass werden mich" (let me become a pious child). Lindner's child, however, called "werden" not _waede_ but _wegen_; and "turnen" she called _tung_, "blau" _balau_. At the end of the second year no sound in the German language presented difficulties to the child. Her pronunciation was, however, still incorrect, for the correct pronunciation of the separate sounds does not by any means carry with it the pronunciation of them in their combinations. This remark of Lindner's is directly to the point, and is also confirmed, as I find, by the first attempts of the child of four years to read a word after having learned the separate letters. The learning of the correct pronunciation is also delayed by the child's preference of his original incorrect pronunciation, to which he is accustomed, and which is encouraged by imitations of it on the part of his relatives. Lindner illustrates this by good examples. His child continued to say _mimela_ after "Kamilla" was easy for him. Not till the family stopped saying it did "Kamilla" take its place. At the age of three and a half years the child still said _gebhalten_ for "behalten" and _vervloren_ for "verloren," as well as _gebhuete_ for "behuete." "Grosspapa" was called successively _opapa_, _gropapa_, _grosspapa_. Grossmama had a corresponding development. "Fleisch" (meat) was first called _jeich_, then _leisch_; "Kartoffeln" (potatoes) _kaffom_, then _kaftoffeln_; "Zschopau" _sopau_, _schodau_, _tschopau_; "Sparbuechse" (savings-box) _babichse_, _spabichse_, _spassbuechse_, _sparzbuechse_; "Haering" (herring, also gold-fish) _haenging_. A sound out of the second syllable goes into the first. The first question, _isn das?_ from "Was ist denn