Malcolm had been a favourite pupil, and the relation of master and scholar did not cease when the latter saw that he ought to do something to lighten the burden of his grandfather, and so left the school and betook himself to the life of a fisherman--with the slow leave of Duncan, who had set his heart on making a scholar of him, and would never, indeed, had Gaelic been amongst his studies, have been won by the most laboursome petition. He asserted himself perfectly able to provide for both for ten years to come at least, in proof of which he roused the inhabitants of Portlossie, during the space of a whole month, a full hour earlier than usual, with the most terrific blasts of the bagpipes, and this notwithstanding complaint and expostulation on all sides, so that at length the provost had to interfere; after which outburst of defiance to time, however, his energy had begun to decay so visibly that Malcolm gave himself to the pipes in secret, that he might be ready, in case of sudden emergency, to take his grandfather’s place; for Duncan lived in constant dread of the hour when his office might be taken from him and conferred on a mere drummer, or, still worse, on a certain ne’er-do-weel cousin of the provost, so devoid of music as to be capable only of ringing a bell. “I’ve had an invitation to Miss Campbell’s funeral--Miss Horn’s cousin, you know,” said Mr Graham, in a hesitating and subdued voice: “could you manage to take the school for me, Malcolm?” “Yes, sir. There’s naething to hinner me. What day is ’t upo’?” “Saturday.” “Verra weel, sir. I s’ be here in guid time.” This matter settled, the business of the school, in which, as he did often, Malcolm had come to assist, began. Only a pupil of his own could have worked with Mr Graham, for his mode was very peculiar. But the strangest fact in it would have been the last to reveal itself to an ordinary observer. This was, that he rarely contradicted anything: he would call up the opposing truth, set it face to face with the error, and leave the two to fight it out. The human mind and conscience were, he said, the plains of Armageddon, where the battle of good and evil was for ever raging; and the one business of a teacher was to rouse and urge this battle by leading fresh forces of the truth into the field--forces composed as little as might be of the hireling troops of the intellect, and as much as possible of the native energies of the heart, imagination, and conscience. In a word, he would oppose error only by teaching the truth.