ll difficult for
the acoustic nerve-excitement to traverse. Little children very easily
hear wrong on this account.

B. THE CENTRAL PROCESSES DISTURBED.

_Dysphasia._--In the child that can use only a small number of words,
the cerebral and psychical act through which he connects these with his
ideas and gives them grammatical form and syntactical construction in
order to express the movement of his thought is _not yet_ complete.

(1) The Sensory Processes centrally disturbed.

_Sensory Aphasia_ (Wernicke), _Word-Deafness_ (Kussmaul).--The child, in
spite of good hearing and sufficiently developed intelligence, can _not
yet_ understand spoken words because the path _m_ is not yet formed and
the storehouse of word images W is still empty or is just in the stage
of origination.

_Amnesia, Amnesic Dysphasia and Aphasia, Partial and Total Word-Amnesia,
Memory-Aphasia._--The child has as yet no word-memory, or only a weak
one, utters meaningless sounds and sound-combinations. He can _not yet_
use words because he does not yet have them at his disposal as acoustic
sound-combinations. In this stage, however, much that is said to him can
be repeated correctly in case W is passable, though empty or imperfectly
developed.

(2) The Sensori-motor Processes of Diction disturbed.

_Acataphasia_ (Steinthal).--The child that has already a considerable
number of words at his disposal is _not yet_ in condition to arrange
them in a sentence syntactically. He can _not yet_ frame correct
sentences to express the movement of his thought, because his
diction-center D is still imperfectly developed. He expresses a whole
sentence by a word; e. g., _hot!_ means as much as "The milk is too hot
for me to drink," and then again it may mean "The stove is too hot!"
_Man!_ means "A strange man has come!"

_Dysgrammatism_ (Kussmaul) _and Agrammatism_ (Steinthal).--Children can
_not yet_ put words into correct grammatical form, decline, or
conjugate. They like to use the indefinite noun-substantive and the
infinitive, likewise to some extent the past participle. They prefer the
weak inflection, ignore and confound the articles, conjunctions,
auxiliaries, prepositions, and pronouns. In place of "I" they say their
own names, also _tint_ (for "Kind"--child or "baby"). Instead of "Du,
er, Sie" (thou, he, you), they use proper names, or man, papa, mamma.
Sometimes, too, the adjectives are placed after the nouns, and the
meaning of words is indicate