room, all made by a book-concern that had some faith and a good deal of
money invested in this particular way of teaching reading--all of
which, I am sure, is well enough, but the fact, probably, ought to be
mentioned just here, as it is.

The pupils were asked if the girl on the platform was the same as the
one on the card-board, and there was a unanimous opinion that they were
not identical. The analysis of differences was not pursued to any
great length, but enough questions were asked the children, by Miss
Stone, to develop in them the thought that "structurally and
functionally the two objects, designated by the common term, were not
the same!" When this diagnosis had been thoroughly mastered by the
children, a third member was added for their serious consideration,
Miss Stone having duly explained to the class that "there is still
another way to make us think girl."

"You know," she said, "we always think girl when we see 'Lollie'"--the
little girl on the platform--"and we always think girl when we see the
picture; but now you all watch me, and I will show you one other way in
which we may always be made to think girl."

Then, with much flourish of chalk, Miss Stone printed "GIRL" upon the
board, and proceeded to elucidate, as follows:

"Now, this that I have written upon the board is not 'Lollie,' for she
is on the platform yet; nor is it the picture, for that is on the
card-board, but it is the word 'girl,' and whenever I see it, it makes
me think girl. Now, 'Lollie' is the real girl, on the card-board is
the picture girl, and on the blackboard is the word girl. Now, who
thinks he can take the pointer and point to the kind of girl I ask for?"