_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 in _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."