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?”

Several little hands went up, but “Dodd’s” was not among them.  Miss Stone noticed this and was “riled” a little, for she had tried doubly hard to do well, just because this tow-head was in the class, and now to have the little scamp repudiate it all was too bad.

She called on one and another of the children to point, now to the real girl, now to the picture girl, now to the word girl, and all went very nicely, till finally she asked “Dodd” to take the pointer and see what he could do.  But the boy made no motion to obey.  Gently she urged him to try, but he hung his head and would not budge.

“Why don’t you want to try, ‘Dodd?’” asked the lady, bending down over the child.

O fatal question!  Quick as thought the lad replied, as he raised his head: 

“Coz, I’ve knowed that always!”

It is not the intention of this chronicle to pass judgment upon any system of teaching children to read.  This record does not concern itself with one system nor another.  But in the evolution of “Dodd,” Miss Stone used the word-method of the charts, as before stated, and using it just as she did, she failed to reach the boy as she hoped to, and her failure was very unfortunate for the child.  She was aware of this, but she had not strength enough, in her own right, to change the result.

So it was that day after day went by, and the antagonism between teacher and pupil grew.