enable him to select what is significant. Thus a little girl, who
had been too boisterous in her play, was called in by her mother and
made to sit quietly in a chair for about ten minutes. At the end of
this time her mother asked her whether she would "be good now." The
child promised that she would, and was told that she might then go
out to play again. As she arose she affectionately turned to the
chair and said, "Thank you, dear chair, for making me so good."
Having been declared "good" after sitting in the chair, she
attributed the beneficent change in her behavior to the chair; and,
being a polite little girl, she thanked the chair.

Very often these simple types of reasoning have their humorous
aspects and we do not take them seriously. One winter a little boy
who had always gone to bed regularly (he was four and a half years
old then) began to call for some one to come to him after he was
supposed to be asleep. He wanted to sit up and play, he wanted to
get dressed, and he wanted something more to eat. This continued for
several evenings, and it seemed impossible to get him back into his
good habits. At last he was asked, "_Why_ do you want to get up
now?" and he answered at once, "Because it is winter now."

"Yes, it is winter now, but it is time for you to be asleep," he was
told.

"But it says in the book that I must get up," he insisted.

"Which book?"

"I will show you," and he took from his shelf a copy of Stevenson's
"Garden of Verses," and turned to the picture opposite the poem that