sure influenced by their local position, circumstances of climate and education, popular traditions, and the scenery in the midst of which they arise. Popular manners and mental characteristics harmonize with the external objects with which they are surrounded. The transition from the monotonous plains of Lombardy to the bold precipices of Switzerland is, in physical nature, exactly like that, in moral character, from the crouching and squalid appearance of the brutalized peasant, to the independent air and indomitable energy of the free-born and intelligent mountaineer. The athletic form and fearless eye of the latter bespeak the freedom he has won to perpetuate and enjoy, the invigorating elements he buffets in hardy toil, and the daring aspirations he is fearless and fervid to indulge.

We proceed, secondly, to trace the youthful discipline which prepared Mr. Webster for the functions of public life. In the wild and uncultivated region where he was born, and in that age of savage warfare, it cannot be supposed that many facilities existed for procuring a refined education. But, ever since the first free school was established on the wilderness-covered peninsula of Boston, in 1636, New England schoolmasters have everywhere kept pace with the woodman in pioneering the progress of civilized life. Fortunately, the school found Mr. Webster in the wilderness, elicited his intellectual powers, and gave direction to his splendid career. Had it not been for the wise policy of our fathers, in opening free instruction to all classes on their domain, this master-mind of New England would probably have lain dormant and unknown to the present hour. This

fact he seems himself ever to have felt, as we may infer from the remarks which, in the maturity of his greatness, he made in the Convention of Massachusetts, when, in reference to popular education, he said :—

"In this particular, we may be allowed to claim a merit of a very high and peculiar character. This commonwealth, with other of the New England States, early adopted, and has constantly maintained, the principle, that it is the undoubted right, and the bounden duty of government, to provide for the instruction of all youth. That which is elsewhere left to chance, or to charity, we secure by law. For the purpose of public instruction, we hold every man subject to taxation, in proportion to his property, and we look not to the question, whether he, himself, have, or have not children to be benefitted by the education for which he pays. We regard it as a wise and liberal system of police, by which property, and life, and the peace of society are secured. We seek to prevent, in some measure, the extension of the penal code, by inspiring a salutary and conservative principle of virtue, and of knowledge, in an early age. We hope to excite a feeling of respectability, and a sense of character, by enlarging the capacity, and increasing the sphere of intellectual enjoyment. By general instruction, we seek, as far as possible, to purify the whole moral atmosphere; to keep good sentiments uppermost, and to turn the strong current of feeling and opinion, as well as the censures of the law, and the denunciations of religion against immorality and crime. We hope for a security beyond the law, and above the law, in the prevalence of enlightened and well-prin

cipled moral sentiment. We hope to continue and to prolong the time, when, in the villages and farm-houses of New England, there may be undisturbed sleep, within unbarred doors. And knowing that our government rests directly on the public will, that we may preserve it, we endeavor to give a safe and proper direction to that public will. We do not, indeed, expect all men. to be philosophers, or statesmen; but we confidently trust, and our expectation of the duration of our system

of

government rests on that trust, that by the diffusion of general knowledge, and good and virtuous sentiments, the political fabric may be secure, as well against open violence and overthrow, as against the slow but sure undermining of licentiousness."

"I rejoice, Sir, that every man in this community may call all property his own, so far as he has occasion for it, to furnish for himself and his children the blessings of religious instruction, and the elements of knowledge. This celestial and this earthly light he is entitled to by the fundamental laws. It is every poor man's undoubted birth-right, it is the great blessing which this Constitution has secured to him, it is his solace in life, and it may well be his consolation in death, that his country stands pledged, by the faith which it has plighted to all its citizens, to protect his children from ignorance, barbarism, and vice."

When sixteen years old, after a very imperfect preparation, he entered Dartmouth College, and graduated there in 1801. The industry of his pursuits, and the tokens he gave of coming fame, we shall notice hereafter.

Mr. Webster finished the study of his profession in Boston, and was there admitted to the bar in 1805. Mr. Gore, in whose office he had read law, ventured, on presenting him, to make a prediction to the court respecting his pupil's future eminence, which, sanguine as it was, all the world knows has been more than fulfilled. His first practice in his profession was in Boscawen, a small village near the place of his birth; but in 1807, he removed to Portsmouth, where he struggled for some time, was finally burned out, and moved to Boston, with the hope of bettering his fortunes.

Up to this period, his perpetual strife with penury, obscurity, and misfortune, was no holiday work. Let us inquire into the effects produced by severe and protracted discipline upon his mental character and public influence. The circumstances of his family compelled him to rely on his own exertions mainly for support. The labors he performed, and the sacrifices to which he submitted, for the sake of his own and a brother's education, are said to be among the most remarkable achievements of even his remarkable life. It would seem as if he was determined to act for himself, as he advised the government to act in reference to the war of 1812; "if need be, to accompany your own flag throughout the world, with the protection of your own

cannon."

The first thing to be remarked under this head, is, that as a student, Mr. Webster was exceedingly diligent. One of his classmates has attested with the liveliest interest to the generous and magnanimous spirit he showed among his early competitors, in the midst of

whom, he at the outset manifested aspirations entirely beyond his condition, and which soon enabled him to leave all rivalship far in his rear. He possessed too much native force to rely implicitly on any master, but at the same time profited by all the resources the most diligent study could command, and wrought them into his own type of excellence, as Michael Angelo broke the marble with his chisel, and thence elicited the ideal colossus first projected within his own soul. Said that great sculptor to a promising pupil, "Learn to sketch before you attempt to finish." This was Webster's practice. He incessantly cultivated the habit of distinct conception, and clearly defined thought in diversified composition. The greatest faculties are much more freqently evaporated in indolence than in exertion; while it is the latter only that confers true happiness, and guarantees permanent success. The luxury which young genius enjoys in contemplating its own outlines vigorously conceived, creates the strongest passion for elaborated execution, and prompts to the most untiring efforts after a graceful finish of its own magnificent plans.

Another important matter to mention under this head is, that Mr. Webster has always labored to attain a manly, as well as a mental education. Milton said: “I call a complete and generous education that which fits a man to perform justly, skillfully, and magnanimously, all the offices, both private and public, of peace and war." This is comprehensive, and as a general definition, is as good as any that can be given.

To educate is to develop; not to make one man all