EAELY EDUCATION 23 
And on December 21, 1824, she hopes that the grand- 
father's note accompanying a present will have a stimu- 
lating effect on the grandson who so little inherits his 
disposition ; for : 
Willy is sadly neghgent with regard to his lessons, 
especially his Latin ones. If we could but inspire him with 
a little emulation he would make great progress, for when 
any sufficient inducement occurs, he learns remarkably 
quickly and far outstrips his brother ; but generally he is 
content to let Joseph get before him ; and though we caress 
the latter and shght Willy [the modern mother, we hope, 
does not adopt this method of arousing emulation], yet 
WiUiam is not in the least jealous, but loves his brother 
as dearly as if he were not his superior. 
Education, indeed, wore a stern face in those days. Poor 
Willy ! 
I wish that I could tell you that your eldest grandson 
had inherited from his grandsire a httle taste for learning 
languages. But ever since we returned from Yarmouth, 
the lessons, especially those in Latin, have been a per- 
petual source of sorrow both to the teacher and to the 
teachee (I wish I could say to the learner). Writing and 
arithmetic are the only departments of his education in 
which Willy has made any progress. But during the last 
ten days, a new Hght has seemed to dawn upon the child's 
mind. [He has made many good resolutions, couched in 
picturesque scriptural phrases.] We shall see how long 
they will last, but you may be sure that we bestow all 
manner of caresses and encouragement upon him. Indeed, 
we are ourselves happy in an opportunity to show a little 
kindness towards the poor child, who has lately received 
from us nothing but reproof and punishment. 
Again, in 1828, Joseph being just eleven, his father writes : 
I wish you could bring the dear boy Gurney with you, 
and let him go to Killin in June with me and see Launden 
Cameron and climb the Breadalbane mountains. . . . Last 
year I took Willy the same route, and this year I think 
