re, when found to be right, sometimes
given to the child, but not always. When, for several weeks, the boy
had faithfully executed his trust, the time was extended for which he
was to keep the raisins, and every body in the family expressed that
they were now certain, before they counted the raisins, that they
should find the number exact. This confidence, which was not pretended
confidence, pleased the child, but the rest he considered as a matter
of course. We think such little trials as these might be made with
children of five or six years old, to give them early habits of
exactness. The boy we have just mentioned, has grown up with a more
unblemished reputation for truth, than any child with whom we were
ever acquainted. This is the same boy who broke the looking-glass.

When a patient, far advanced in his childhood, is yet to be cured of a
propensity to deceive, the business becomes formidable. It is
dangerous to set our vigilance in direct opposition to his cunning,
and it is yet more dangerous to trust and give him opportunities of
fresh deceit. If the pupil's temper is timid, fear has probably been
his chief inducement to dissimulation. If his temper is sanguine, hope
and success, and perhaps the pleasure of inventing schemes, or of
outwitting his superiors, have been his motives. In one case we should
prove to the patient, that he has nothing to fear from speaking the
truth to us; in the other case we should demonstrate to him, that he
has nothing to hope from telling us falsehoods. Those who are pleased
with the ingenuity of cunning, should have opportunities of showing
their ingenuity in honourable employments, and the highest praise
should be given to their successful abilities whenever they are thus
exerted. They will compare their feelings when they are the objects of
esteem, and of contempt, and they will be led permanently to pursue
what most tends to their happiness. We should never deprive them of
the hope of establishing a character for integrity; on the contrary,
we should explain distinctly to them, that this is absolutely in their
own power. Examples from real life will strike the mind of a young
person just entering into the world, much more than any fictitious
characters, or moral stories; and strong indignation, expressed
incidentally, will have more effect than any lectures prepared for the
purpose. We do not mean, that any artifice should be used to make our
lessons impressive; but there is n