The principal of Exeter Academy at that time was Benjamin Abbot, LL.D., a man of high repute in letters as well as in the educational field. He was a man of dignified presence, who exacted and received deference not only from his pupils but from all with whom he came in contact.

“Dr. Abbot,” said Judge Webster, when the two were admitted to his presence, “I have brought my son Daniel to study in your institution, if you find him qualified.”

The dignified principal turned towards the bashful boy, and said, “What is your age, sir?”

“Fourteen,” answered Daniel.

“I will examine you first in reading. Take this Bible, my lad, and read that chapter.”

It was the twenty-second chapter of St. Luke’s Gospel, and was very well adapted as a test of the boy’s ability in reading.

Now if there was anything Dan could do well it was this. He never could remember the time when he could not read. Probably he had learned from his mother, and his first text-book was the Bible. He was endowed with reverence, and his grave, sonorous voice was especially well fitted for sacred reading.

The boy took the book and commenced the task prescribed. Usually a few verses are considered sufficient, but in this case the dignified listener became absorbed in the boy’s reading, and he listened, half forgetful of the object he had in view. It is a good deal to say that he actually enjoyed it. He had seldom listened to a voice at once so rich, deep and sonorous as belonged to this young boy of fourteen. Daniel, too, forgot that he was on trial, and read with his whole soul intent upon the words before him.

When he had completed the chapter Dr. Abbot said, abruptly, “You are qualified to enter this institution.”

This was all the examination which in his case was required.

It was no common school that Daniel had entered, as is shown by the list of eminent men who have gone forth from it. George Bancroft, Edward Everett, Alexander H. Everett, Lewis Cass, Levi Woodbury, John E. Palfrey and others received here the first rudiments of their classical education, and all of them looked back with affection to their Alma Mater. But without derogating from the fame of any of these eminent men, it may surely be said that in Daniel Webster not only Exeter but Dartmouth College boasts its greatest alumnus.

Daniel soon vindicated the good judgment of Dr. Abbot in admitting him as a pupil. As to the manner in which he improved the advantages which his father’s self-denial had secured to him, I quote the testimony of Dr. Tefft in his interesting life of Webster:

“During the nine months of his stay at Exeter he accomplished as much for himself, according to every account, as most young gentlemen could have accomplished in two years. When he left he had as thoroughly mastered grammar, arithmetic, geography and rhetoric, as the majority of college graduates usually have done after a full collegiate course. He had also made rapid progress in the study of the Latin language. Dr. Abbot, fully appreciating the capacity of his most remarkable pupil, did not tie him down to the ordinary routine of study, nor compel him to lag behind with the other pupils, but gave him free scope and a loose rein, that he might do his utmost; and the venerable preceptor, after the lapse of more than half a century, during all which time he continued to be a teacher, declared on a public occasion that Daniel Webster’s equal in the power of amassing knowledge he had never seen, and never expected to see again.

“It is not enough to say of him, according to Dr. Abbot’s description of him at this time, that he had a quick perception and a memory of great tenacity and strength. He did not seem barely to read and remember, as other people do. He appeared, rather, to grasp the thoughts and facts given by his author with a peculiar force, to incorporate them into his mental being, and thus make them a part of himself. It is said of Sir Isaac Newton, after reading for the first time the geometry of Euclid, and on being asked what he thought of it, that he knew it all before. He understood geometry, it seems, by intuition, or by a perception so rapid that it seems like intuition; but it was also true of the great astronomer that he had great difficulty in remembering even his own calculations after he had gone through with them. Daniel Webster, on the other hand, though endowed with a very extraordinary quickness of insight, worked harder for his knowledge than did Newton; but when once he had gained a point, or learned a fact, it remained with him, a part of his own essence, forever afterwards. His mind was also wonderfully fertile. A single truth, which, with most boys of his age, would have remained a single truth, in him became at once a starting-point for a remarkable series of ideas, original and striking, growing up out of the seed sown by that mighty power of reflection, in which no youth of his years, probably, was ever his superior.”

At that time an assistant in the school was Joseph S. Buckminster, who later became an eminent preacher in Boston, and died while yet a young man. He was very young at the time, a mere boy, yet such were his attainments, and such was the confidence reposed in him by his old teachers, that he was selected to fill the position of tutor. He it was who first directed the studies of the new scholar, and encouraged the bashful boy to do his best. In after life Webster never displayed timidity or awkwardness; but, fresh from the farm, thrown among a hundred boys, most of whom were better dressed and more used to society than he, he felt at times awkward and distrustful. One thing he found it hard to do was to declaim. This is certainly singular, considering how he excelled in reading, and considering moreover what an orator he afterwards became.

It was not because he did not try. He committed more than one piece to memory, and recited it to himself out loud in the solitude of his own room, but when the time came to get up and declaim it before the teacher and his schoolmates he was obliged to give it up. Here is his own account of it:

“Many a piece did I commit to memory, and rehearse in my own room over and over again; but when the day came, when the school collected, when my name was called, and I saw all eyes turned upon my seat, I could not raise myself from it. Sometimes the masters frowned, sometimes they smiled. Mr. Buckminster always pressed and entreated with the most winning kindness that I would venture only once; but I could not command sufficient resolution, and when the occasion was over I went home and wept tears of bitter mortification.”

This is certainly encouraging for bashful boys. Here was a man who became one of the greatest orators—perhaps the greatest—and yet as a boy he made an ignominious failure in the very department in which he afterwards excelled. It is a lesson for parents also. Don’t too hastily conclude that your boys are dunces, and destined to failure, because they develop late, or are hindered from making a creditable figure by timidity or nervous self-consciousness.

In this connection I am tempted to repeat an anecdote of Sir Walter Scott. It was not till comparatively late that he discovered his poetical ability. It is related of him that when already a young man he was rowing with a friend on a Scotch lake, when they mutually challenged each other to produce a few lines of poetry. Both made the trial, and both failed. Thereupon Scott said good-humoredly to his companion, “It’s clear neither of us was cut out for a poet.” Yet within ten years appeared the first of those Border poems which thrilled the hearts of his countrymen, and have lent a charm to the hills and lakes of Scotland which they will never lose.

Daniel remained nine months at Exeter. Though he did not win reputation as a declaimer, he made his mark as a scholar. When he was approaching the end of his first term the usher said one day, “Webster, you may stop a few minutes after school; I wish to speak to you.”

Daniel stopped, wondering whether in any way he had incurred censure.

When they were alone the usher said, “The term is nearly over. Are you coming back next term?”

Daniel hesitated. He enjoyed the advantages which the school afforded, but his feelings had been hurt at times by the looks of amusement directed at his rustic manners and ill-fitting garments.

The usher noticed his hesitation, and said, “You are doing yourself great credit. You are a better scholar than any in your class. If you come back next term I shall put you into a higher class.”

These encouraging words made the boy resolve to return, and regardless of ridicule pursue with diligence the path which had been marked out for him.

It would be rather interesting to read the thoughts of Daniel’s schoolmates when years afterwards they saw the boy whom they had ridiculed moving forward with rapid strides to the foremost place in the councils of state, as well as in the legal profession.

I am tempted to insert here, on the authority of an Exeter correspondent of the Chicago Advance, an anecdote of Daniel at this period which will interest my young readers:

“When Daniel Webster’s father found that his son was not robust enough to make a successful farmer, he sent him to Exeter to prepare for college, and found a home for him among a number of other students in the family of ‘old Squire Clifford,’ as we of a younger generation had always heard him called. Daniel had up to this time led only the secular life of a country farmer’s boy, and, though the New Hampshire farmers have sent out many heroes as firm and true as the granite rocks in the pasture, there cannot be among the hard and homely work which such a life implies the little finenesses of manner which good society demands. Daniel was one of these diamonds of the first water, but was still in the rough, and needed some cutting and polishing to fit him to shine in the great world in which he was to figure so conspicuously.

“None saw this more clearly than the sensible old Squire. The boy had one habit at table of which the Squire saw it would be a kindness to cure him. When not using his knife and fork he was accustomed to hold them upright in his fists, on either side of his plate. Daniel was a bashful boy of very delicate feelings, and the Squire feared to wound him by speaking to him directly on the subject. So he called aside one of the other students with whom he had been longer acquainted, and told him his dilemma. ‘Now,’ said he, ‘I want you this noon at the table to hold up your knife and fork as Daniel does. I will speak to you about it, and we will see if the boy does not take a hint for himself.’

“The young man consented to be the scapegoat for his fellow-student, and several times during the meal planted his fists on the table, with his knife and fork as straight as if he had received orders to present arms. The Squire drew his attention to his position, courteously begged his pardon for speaking of the matter, and added a few kind words on the importance of young men correcting such little habits before going out into the world. The student thanked him for his interest and advice, and promised reform, and Daniel’s knife and fork were never from that day seen elevated at table.”