By his first wife, Ebenezer Webster had five children. By his second wife, Abigail Eastman, a woman of good sturdy New Hampshire stock, he had likewise five. Of these, the second son and fourth child was born on the eighteenth of January, 1782, and was christened Daniel. The infant was a delicate and rather sickly little being. Some cheerful neighbors predicted after inspection that it would not live long, and the poor mother, overhearing them, caught the child to her bosom and wept over it. She little dreamed of the iron constitution hidden somewhere in the small frail body, and still less of all the glory and sorrow to which her baby was destined.
For many years, although the boy disappointed the village Cassandras by living, he continued weak and delicate. Manual labor, which began very early with the children of New Hampshire farmers, was out of the question in his case, and so Daniel was allowed to devote much of his time to play, for which he showed a decided aptitude. It was play of the best sort, in the woods and fields, where he learned to love nature and natural objects, to wonder at floods, to watch the habits of fish and birds, and to acquire a keen taste for field sports. His companion was an old British sailor, who carried the child on his back, rowed with him on the river, taught him the angler's art, and, best of all, poured into his delighted ear endless stories of an adventurous life, of Admiral Byng and Lord George Germaine, of Minden and Gibraltar, of Prince Ferdinand and General Gage, of Bunker Hill, and finally of the American armies, to which the soldier-sailor had deserted. The boy repaid this devoted friend by reading the newspapers to him; and he tells us in his autobiography that he could not remember when he did not read, so early was he taught by his mother and sisters, in true New England fashion. At a very early age he began to go to school; sometimes in his native town, sometimes in another, as the district school moved from place to place. The masters who taught in these schools knew nothing but the barest rudiments, and even some of those imperfectly. One of them who lived to a great age, enlightened perhaps by subsequent events, said that Webster had great rapidity of acquisition and was the quickest boy in school. He certainly proved himself the possessor of a very retentive memory, for when this pedagogue offered a jack-knife as a reward to the boy who should be able to recite the greatest number of verses from the Bible, Webster, on the following day, when his turn came, arose and reeled off verses until the master cried "enough," and handed him the coveted prize. Another of his instructors kept a small store, and from him the boy bought a handkerchief on which was printed the Constitution just adopted, and, as he read everything and remembered much, he read that famous instrument to which he was destined to give so much of his time and thought. When Mr. Webster said that he read better than any of his masters, he was probably right. The power of expression and of speech and readiness in reply were his greatest natural gifts, and, however much improved by cultivation, were born in him. His talents were known in the neighborhood, and the passing teamsters, while they watered their horses, delighted to get "Webster's boy," with his delicate look and great dark eyes, to come out beneath the shade of the trees and read the Bible to them with all the force of his childish eloquence. He describes his own existence at that time with perfect accuracy. "I read what I could get to read, went to school when I could, and when not at school, was a farmer's youngest boy, not good for much for want of health and strength, but expected to do something." That something consisted generally in tending the saw-mill, but the reading went on even there. He would set a log, and while it was going through would devour a book. There was a small circulating library in the village, and Webster read everything it contained, committing most of the contents of the precious volumes to memory, for books were so scarce that he believed this to be their chief purpose.
In the year 1791 the brave old soldier, Ebenezer Webster, was made a judge of the local court, and thus got a salary of three or four hundred dollars a year. This accession of wealth turned his thoughts at once toward that education which he had missed, and he determined that he would give to his children what he had irretrievably lost himself. Two years later he disclosed his purpose to his son, one hot day in the hay-field, with a manly regret for his own deficiencies and a touching pathos which the boy never forgot. The next spring his father took Daniel to Exeter Academy. This was the boy's first contact with the world, and there was the usual sting which invariably accompanies that meeting. His school-mates laughed at his rustic dress and manners, and the poor little farm lad felt it bitterly. The natural and unconscious power by which he had delighted the teamsters was stifled, and the greatest orator of modern times never could summon sufficient courage to stand up and recite verses before these Exeter school-boys. Intelligent masters, however, perceived something of what was in the lad, and gave him a kindly encouragement. He rose rapidly in the classes, and at the end of nine months his father took him away in order to place him as a pupil with a neighboring clergyman. As they drove over, about a month later, to Boscawen, where Dr. Wood, the future preceptor, lived, Ebenezer Webster imparted to his son the full extent of his plan, which was to end in a college education. The joy at the accomplishment of his dearest and most fervent wish, mingled with a full sense of the magnitude of the sacrifice and of the generosity of his father, overwhelmed the boy. Always affectionate and susceptible of strong emotion, these tidings overcame him. He laid his head upon his father's shoulder and wept.
With Dr. Wood Webster remained only six months. He went home on one occasion, but haying was not to his tastes. He found it "dull and lonesome," and preferred rambling in the woods with his sister in search of berries, so that his indulgent father sent him back to his studies. With the help of Dr. Wood in Latin, and another tutor in Greek, he contrived to enter Dartmouth College in August, 1797. He was, of course, hastily and poorly prepared. He knew something of Latin, very little of Greek, and next to nothing of mathematics, geography, or history. He had devoured everything in the little libraries of Salisbury and Boscawen, and thus had acquired a desultory knowledge of a limited amount of English literature, including Addison, Pope, Watts, and "Don Quixote." But however little he knew, the gates of learning were open, and he had entered the precincts of her temple, feeling dimly but surely the first pulsations of the mighty intellect with which he was endowed.
"In those boyish days," he wrote many years afterwards, "there were two things which I did dearly love, reading and playing,—passions which did not cease to struggle when boyhood was over, (have they yet altogether?) and in regard to which neither cita mors nor the victoria laeta could be said of either." In truth they did not cease, these two strong passions. One was of the head, the other of the heart; one typified the intellectual, the other the animal strength of the boy's nature; and the two contending forces went with him to the end. The childhood of Webster has a deep interest which is by no means usual. Great men in their earliest years are generally much like other boys, despite the efforts of their biographers to the contrary. If they are not, they are very apt to be little prigs like the second Pitt, full of "wise saws and modern instances." Webster was neither the one nor the other. He was simple, natural, affectionate, and free from pertness or precocity. At the same time there was an innate power which impressed all those who approached him without their knowing exactly why, and there was abundant evidence of