Mrs. Danner gasped. The distance he threw the keg was frightening.

“You musn’t throw it so far, Hugo,” she said, forgetting her allegory for an instant.

“You said as far as I can. I can throw it farther, too, if I wanna.”

“No. Just throw it a little way. When you throw it far, it doesn’t look right. Now—fill it up with sand, and we’ll do it over.”

Hugo was perplexed. A vague wish to weep occupied him as he filled the keg. The lesson was repeated. Mrs. Danner had excellent Sunday-school instincts, even if she had no real comprehension of ethics. Some days later the burden of temptation was exhibited, in all its dramatic passages, to Mrs. Nolan and another lady. Again Hugo was resentful and again he felt absurd. When he threw the keg, it broke.

“My!” Mrs. Nolan said in a startled tone.

“How awful!” the other woman murmured. “And he’s just a child.”

That made Hugo suddenly angry and he jumped. The woman screamed. Mrs. Nolan ran to tell whomever she could find. Mrs. Danner whipped her son and he cried softly.

Abednego Danner left the discipline of his son to his wife. He watched the child almost furtively. When Hugo was five, Mr. Danner taught him to read. It was a laborious process and required an entire winter. But Hugo emerged with a new world open to him—a world which he attacked with interest. No one bothered him when he read. He could be found often on sunny days, when other children were playing, prone on the floor, puzzling out sentences in the books of the family library and trying to catch their significance. During his fifth year he was not allowed to play with other children. The neighbourhood insisted on that.

With the busybodyness and contrariness of their kind the same neighbours insisted that Hugo be sent to school in the following fall. When, on the opening day, he did not appear, the truant officer called for him. Hugo heard the conversation between the officer and his mother. He was frightened. He vowed to himself that his abnormality should be hidden deeply.

After that he was dropped into that microcosm of human life to which so little attention is paid by adults. School frightened and excited Hugo. For one thing, there were girls in school—and Hugo knew nothing about them except that they were different from himself. There were teachers—and they made one work, whether one wished to work or not. They represented power, as a jailer represents power. The children feared teachers. Hugo feared them.