" kinder
_wlad_ " Wald
_hol-l-l-t_ " Holz
_uckerhaeussen_ " Zuckerhaeuschen
_hekes_ " Hexe
_neissel_ " neisle
_haeussel_ " Haeusle

The _ss_ between two vowels was imperfect, reminding one of the English
"th" and the German "sch" and "s." The child could not at this time be
brought to learn by heart.

We see, from these three versions, how unequal the capacity for
articulation is in its development, and how varied it is in regard to
the omission of difficult consonants and the substitution of others in
place of them, as well as in regard to transposition, e. g., in _wand_,
_walt_, _wlad_ (Wald), _wenn_, _wid_, _wi[)e]ds_, _fint_ (Wind)--and
this even in the same individual.

As no one thus far has instituted comparisons of this sort, one more
example may be given. The verses taught by Sigismund to his child (for
whom I use the sign S) of twenty-one months, were often repeated by my
boy (A), of twenty-five months, to me, and by the boy from Duesseldorf
(D), in his twenty-fifth month, to his mother:

S. A D.
[_______________________]
21st month. 25th month. 27th month. 25th month.
Guter tute tuten tuter guter
Mond bohnd monn mond Mund
Du gehst du tehz du gehts du dehst du gehs
so stille so tinne so tilte so tille ho tille
durch die duch die durch die durch die durch die
Abendwolken aten-bonten aben-woltn abendwolkn abehtwolken
him in in in hin
gehst so tehz so gehts so dehst so gehs so
traurig tautech (atich) treuja trauig terauhig
und ich und ich unn ich und ich und ich
fuehle buene felam fuehle fuehle
dass ich dass ich dess ich dass ich dass ich
ohne Ruhe one ule ohno ruhge ohne ruhe ohni ruhe
bin bin bin bin bin
Guter tute hotten tuter guter
Mond bohnd mohn mond mond
du darfst du atz du dafp