I can remember that I was both a coward and a boaster; but I have frequently remarked that the quality which we call cowardice, in a child, implies no more than a greater sense of danger, and consequently a superior intellect. We are all naturally cowards: education and observation teach us to discriminate between real and apparent danger; pride teaches the concealment of fear; and habit render us indifferent to that from which we have often escaped with impunity. It is related of the Great Frederick that he misbehaved the first time he went into action; and it is certain that a novice in such a situation can no more command all his resources than a boy when first bound apprentice to a shoemaker can make a pair of shoes. We must learn our trade, whether it be to stand steady before the enemy or to stitch a boot; practice alone can make a Hoby or a Wellington. I pass on to my school-days, when the most lasting impressions are made. The foundation of my moral and religious instruction had been laid with care by my excellent parents; but, alas! from the time I quitted the paternal roof not one stone was added to the building; and even the traces of what existed were nearly obliterated by the deluge of vice which threatened soon to overwhelm me. Sometimes, indeed, I feebly, but ineffectually, endeavoured to stem the torrent; at others, I suffered myself to be borne along with all its fatal rapidity. I was frank, generous, quick, and mischievous; and I must admit that a large portion of what sailors call "devil" was openly displayed, and a much larger portion latently deposited in my brain and bosom. My ruling passion, even in this early stage of life was pride. Lucifer himself, if he ever was seven years old, had not more. If I have gained a fair name in the service, if I have led instead of followed, it must be ascribed to this my ruling passion. The world has often given me credit for better feelings, as the source of action; but I am not writing to conceal, and the truth must be told. I was sent to school to learn Latin and Greek, of which there are various ways of teaching. Some tutors attempt the _suaviter in modo_, my schoolmaster preferred the _fortiter in re_, and, as the boatswain said, by the "instigation" of a large knotted stick, he drove knowledge into our skulls as a caulker drives oakum into the seams of a ship. Under such tuition, we made astonishing progress; and whatever my less desirable acquirements may have been, my father had no cause to complain of my deficiency in classic lore. Superior in capacity to most of my schoolfellows, I seldom took the pains to learn my lesson previous to going up with the class: "the master's blessing," as we called it, did occasionally descend on my devoted head, but that was a bagatelle; I was too proud not to keep pace with my equals, and too idle to do more.