n the right side, many good effects are sometimes attained. His pride
and self-conceit are humbled, his bad influence receives a very decided
check, and he is forced to draw back at once from the prominent stand he
has occupied.

Richard Jones, for example, is a rude, coarse, self-conceited boy, often
doing wrong both in school and out, and yet possessed of that peculiar
influence which a bad boy often contrives to exert in school. The
teacher, after watching some time for an opportunity to humble him, one
day overhears a difficulty among the boys, and, looking out of the
window, observes that he is taking away a sled from one of the little
boys to slide down hill upon, having none of his own. The little boy
resists as well as he can, and complains bitterly, but it is of no
avail.

At the close of the school that day, the teacher commences conversation
on the subject as follows:

"Boys, do you know what the difference is between stealing and robbery?"

"Yes, sir."

"What!"

The boys hesitate, and look at one another.

"Suppose a thief were to go into a man's store in the daytime, and take
away something secretly, would it be stealing or robbery?"

"Stealing."

"Suppose he should meet him in the road, and take it away by force?"

"Then it would be robbery."

"Yes; when that which belongs to another is taken secretly, it is called
stealing; when it is taken openly or with violence, it is called
robbery. Which, now, do you think is the worst?"

"Robbery."

"Yes, for it is more barefaced and determined--then it gives a great
deal more pain to the one who is injured. To-day I saw one of the boys
in this school taking away another boy's sled, openly and with
violence."

The boys all look round toward Richard.

"Was that of the nature of stealing or robbery?

"Robbery," say the boys.

"Was it real robbery?"

They hesitate.

"If any of you think of any reason why it was not real robbery, you may
name it."

"He gave the sled back to him," says one of the boys.

"Yes; and therefore, to describe the action correctly, we should not say
Richard robbed a boy of his sled, but that he robbed him of his sled
_for a time_, or he robbed him of the _use_ of his sled. Still, in
respect to the nature and the guilt of it, it was robbery.

"There is another thing which ought to be observed about it. Whose sled
was it that Richard took away?"

"James Thompson's."

"James, you may stand up.

"Notice his size,