as the case might be. Thus they
indirectly taught him disobedience, which he was learning fast enough
without such assistance. In this way did these parents, with cruel
kindness, help on the ruin of their child!

Charles Duran, with all his faults, was a bright, active boy. What he
needed was training,--_parental training_. His parents committed two
very common errors: they promised him correction for his disobedience,
without inflicting the punishment; and they often repeated his sayings,
and spoke of his doings, to others, in his presence. Parents should
always keep good faith with their children; and, while they encourage
them, when they are alone, by suitable and well-timed praise, they
should rarely repeat what they have said, or speak of what they have
done, to others, in their presence. This is injurious to the child,
betrays vanity in the parents, and is not very edifying to others. The
singing of a young raven may be music to its parents, but to us it is
like the cawing of a crow.

CHAPTER IV.

CHARLES DURAN AT SCHOOL.

Charles was now old enough to go to school. He was accordingly sent to
the district school, not far from his father's house. Teachers say that
they can tell whether children are good and obedient at home by their
conduct in school. Those children who mind their parents will generally
obey their teachers; and those scholars that are obedient generally
learn well.

How was it with Charles Duran at school? Did he obey his teacher? At
first, as all things in the school were new and strange to him, he was
somewhat restrained. He soon, however, became acquainted with his
teacher and the scholars, and as soon learned to break the rules of the
school. He became disrespectful to his teacher, and caused him much
trouble.

Charles was also very inattentive to his books. The teacher did the best
he could to make him learn; but his lessons were never more than half
learned, and the greater part of the time they were not studied at all:
and, though naturally he was a bright, smart boy, he seemed determined
to grow up a blockhead.

The next thing I notice in the school history of this boy is the
unkindness which he showed his school-fellows. If he played with them,
he was quite sure to get offended before the play was through. He was
surly, self-willed, and disposed always to have his own way in
everything.

One day Samuel Howard, a boy smaller than himself, was flying his kite.
There was a