"In the year 1782, while the American army was lying on the bank of the Hudson, I kept a classical school in Goshen, Orange County, State of New York. I there compiled two small elementary books for teaching the English language. The country was then impoverished, intercourse with Great Britain was interrupted, school-books were scarce and hardly attainable, and there was no certain prospect of peace."

These words have doubtless a familiar sound to the reader. They form the phrases which Webster never wearied of repeating, and whenever he had occasion to refer to the beginning of his literary career he fell naturally into this paragraph. It became a formula for the expression of a fact which was embedded in his mind as a stone marking a point of departure. There is a consciousness in it of the beginning of a great enterprise, and certainly, when one considers the immense stream which has flowed from this little rill, he may seriously stand and gaze at the young school-master and his two small elementary books. The modesty of the statement agrees with the size of the books, but not with the expansiveness of the composite title. The work projected by Webster was "A Grammatical Institute of the English Language, comprising an Easy, Concise, and Systematic Method of Education, designed for the Use of English Schools in America." The "Institute" was to be in three parts, which were, in brief, a speller, a grammar, and a reader. The formal and dignified title of the work was the tribute which Webster paid to old-fashioned scholarship; and it is curious to see the evolution by which it finally became the well-known "Elementary." One or two ideas were working their way out in Webster's mind. In the first place he did not like the book generally in use, "Dilworth's New Guide to the English Tongue;" then he saw with more or less clearness that, in the separation from England that was fast taking place, the people in America must necessarily have their own school-books, and his mind ran forward even to a belief in a distinct and separate literature and a considerable difference in language. Yet at this time I am not sure that he appreciated the pregnant truth, so familiar to us now, of a vital connection between popular education and popular sovereignty. He began to see it, and was influenced by it; but his work was mightier than he then knew, for he had not been educated in a free republic.

How simple and slight a change in methods of text-books marks the introduction of Webster's spelling-book, from which millions of Americans have learned to spell the names on a ballot! Lay Dilworth and a first Webster side by side: the likeness and the difference of the two are apparent. It is clear that Dilworth served as a model, and that Webster's book started simply as an improvement upon the English original. Even in externals there is a similarity. The early editions of Webster had a dim, hacked-out engraving on wood of Noah Webster, Jr., Esq., to correspond with the scarcely more refined portrait of Tho. Dilworth which prefaces the "New Guide." Both books have long lists of words, proceeding from the simplest combination to words of five syllables, and even in Dilworth to proper names of six syllables, containing such retired words as Abelbethmaacah; but in Webster these lists proceed upon a regular gradation of pronunciation, while in Dilworth they follow such confusing and arbitrary order as is indicated by the heading, "Words of five, six, etc., letters, viz.: two vowels and the rest consonants; the latter vowel serving only to lengthen the sound of the former, except where it is otherwise marked," which is nearly as luminous as a direction in knitting. Each offers illustrated fables as reading lessons, and shorter sentences are provided for first lessons in reading. In Dilworth these are, without exception, taken from the Psalms, or made up to order to look like apocryphal psalms; in Webster there is a suggestive divergence, for while, as in Dilworth, the first sentence is, "No man may put off the law of God," it takes a very few pages for the child to reach the very practical passage, "As for those boys and girls that mind not their books, and love not church and school, but play with such as tell tales, tell lies, curse, swear, and steal, they will come to some bad end, and must be whipt till they mend their ways." The child brought up on Dilworth is practiced until nearly the last page of the work upon the lesson of the first sentence, with variations. Other differences would be suggested at once by the use of the two books. In Dilworth the child learns all manner of English proper names and abbreviations likely to be of use, such as Ldp., Bp., Rt. Wpful, Rt. Honble, Ast. P.G.C. and P.M.G.C., the last two standing, as the reader has of course already guessed, for Astronomy Professor of Gresham College, and Professor of Music at Gresham College, which we politely take to have been Tho. Dilworth's Alma Mater. In a note at the foot of the column, T. D. adds: "It argues a disrespect and slighting to use contractions to our betters." The character of this torture of the innocent was probably determined by the use for which it was intended in England, as indicated by Mr. Dilworth's dedication "To the Reverend and Worthy Promoters of the several Charity Schools in Great Britain and Ireland."

Webster's Institute, on the other hand, was plainly meant for the farmer boys and girls of his country. "The spelling-book," he says in one of his essays, "does more to form the language of a nation than all other books," and the man who first supplied our young nation with a spelling-book has undoubtedly affected its spelling habits more than any other single person. But Webster was a moralist and a philosopher as well as a speller. He was by no means restricted in his ambition to the teaching of correct spelling; he aimed to have a hand in the moulding of the national mind and the national manners. In his preface to "The American Spelling-Book," he says: "To diffuse an uniformity and purity of language in America, to destroy the provincial prejudices that originate in the trifling differences of dialect and produce reciprocal ridicule, to promote the interest of literature and the harmony of the United States, is the most earnest wish of the author, and it is his highest ambition to deserve the approbation and encouragement of his countrymen." His spelling-book, accordingly, in its early editions contained a number of sharp little warnings in the form of footnotes, which imply that he seized the young nation just in time to prevent the perpetuation of vulgar errors, since these, if they once became universal, would have compelled the hereditary Webster to make them the basis of orthoepic canons. Thus, ax is reprobated when ask is intended; Americans were to say wainscot, not winch-cott; resin, not rozum; chimney, not chimbly; confiscate, not confisticate. Since these warnings disappeared after a few years it may be presumed that he regarded the immediate danger as passed; but the more substantial matters of good morals came to have greater prominence, and in addition to the columns of classified words, which constitute almost the sole contents of the earliest edition, there came to be inserted those fables and moral and industrial injunctions, with sly reminders of the virtue of Washington, which have sunk into the soft minds of generations of Americans. There was a Federal catechism, and a good deal of geographical knowledge regarding counties and county towns, to be taken economically in the form of spelling lessons. The successive editions became way-marks of the progress of the nation, and so important did the book rapidly become that though its compiler was fast throwing off the bondage of Anglican spelling, he never dared to make the book conform to his own principles; venturing only to hint in his preface at the orthographic reform which he longed to make. "The spelling," he says, "of such words as publick, favour, neighbour, head, prove, phlegm, his, give, debt, rough, well, instead of the more natural and easy method: public, favor, nabor, hed, proov, flem, hiz, giv, det, ruf, wel, has the plea of antiquity in its favor; and yet I am convinced that common sense and convenience will sooner or later get the better of the present absurd practice."

The pictures which came to bring art as an adjunct in impressing the young mind were of the order already familiar in the New England Primer, ingenuous in their simple straightforwardness and of uncompromising faithfulness to nature. The fable of the Boy that stole Apples, which I have never been able to trace back of Webster, but through him has become a part of our mental furniture, is briskly set forth at one of its points in a queer wood-cut. The old man in his continental coat has only gone as far as words, and the boy is just reaching out his arm for the round apple near him. If another picture had been given, the old man's coat would have been off and that boy would have been seen slithering down the trunk of the tree; and in the third fable of the Fox and the Swallow there is a phalanx-like arrangement of the tormenting flies which appeals strongly to the imagination.

The second part of a Grammatical Institute was a grammar,—"a plain and comprehensive grammar founded on the true principles and idioms of the language." Webster had fallen upon Lowth's "Short Introduction to the English Grammar," and upon the basis of that book drew up his grammar for the use of American youth. But the principal result of his work seems to have been the introduction of his own mind to the study. Six years afterward he wrote: "The favorable reception of this prompted me to extend my original plan, which led to a further investigation of the principles of language. After all my reading and observation for the course of ten years I have been able to unlearn a considerable part of what I learnt in early life, and at thirty years of age can with confidence affirm that our modern grammars have done much more hurt than good. The authors have labored to prove what is obviously absurd, namely, that our language is not made right; and in pursuance of this idea have tried to make it over again, and persuade the English to speak by Latin rules, or by arbitrary rules of their own. Hence they have rejected many phrases of pure English, and substituted those which are neither English nor sense. Writers and grammarians have attempted for centuries to introduce a subjunctive mode into English, yet without effect; the language requires none distinct from the indicative; and therefore a subjunctive form stands in books only as a singularity, and people in practice pay no regard to it. The people are right, and a critical investigation of the subject warrants me in saying that common practice, even among the unlearned, is generally defensible on the principles of analogy and the structure of the language, and that very few of the alterations recommended by Lowth and his followers can be vindicated on any better principle than some Latin rule or his own private opinion."

Accordingly, besides publishing some dissertations on the subject, he issued a new grammar in 1807, based this time on Horne Tooke's Diversions of Purley, an author with whom Webster would naturally be in sympathy. This grammar never had a firm hold of the public, and was subsequently incorporated into the prefatory matter of his great dictionary, where he says: "My researches into the structure of language had convinced me that some of Lowth's principles are erroneous and that my own grammar wanted material corrections. In consequence of this conviction, believing it to be immoral to publish what appeared to be false rules and principles, I determined to suppress my grammar, and actually did so."

Here we have his frankness of character, his honesty, his force of will, and the impulsiveness with which he took up attractive theories. Perhaps the most comprehensive statement of his ruling principle is that he was governed by usage, but did not sufficiently discriminate between usage by educated and usage by uneducated people; he had, indeed, so violent a prejudice against grammarians in general, and so much respect for popular instinct, that it was a recommendation to him when a phrase was condemned by the grammarians, while in common use by the people. For example he says in a Letter to the Governors, Instructors, and Trustees of the Universities and other Seminaries of Learning in the United States, "According to the grammars, the pronoun you, being originally plural, must always be followed by a plural verb, though referring to a single person. This is not correct, for the moment the word is generally used to denote an individual, it is to be considered as a pronoun in the singular number, the following verb should be regulated by that circumstance and considered as in the singular.... Indeed, in the substantive verb, the word has taken the singular form of the verb, you was, which practice is getting the better of old rules and probably will be established." But old rules have considerable vitality, and the general opinion still is that if an individual permits himself to be represented by a plural pronoun he must accept all the grammatical consequences. "I will even venture to assert," he continues in the same letter, "that two thirds of all the corruptions in our language have been introduced by learned grammarians, who, from a species of pedantry acquired in schools, and from a real ignorance of the original principle of the English tongue, have been for ages attempting to correct what they have supposed vulgar errors, but which are in fact established analogies.... In this country it is desirable that inquiries should be free, and opinions unshackled. North America is destined to be the seat of a people more numerous probably than any nation now existing with the same vernacular language, unless one except some Asiatic nations. It would be little honorable to the founders of a great empire to be hurried prematurely into errors and corruptions by the mere force of authority."

This appeal to the pride of the young nation is a curious instance of the growing consciousness of Americanism which was more rampant in Webster than in any of his contemporaries. The passages which I have been quoting intimate the deference which Webster displayed toward the people. He was one of the first to carry a spirit of democracy into letters. Intense Federalist as he was, his Federalism agreed with a stout anti-aristocratic spirit; and throughout his work one may detect a confidence in the common sense of the people which was as firm as Franklin's, and was used, in his enthusiasm, to determine questions in language and literature never before brought to such a test. Unquestionably a main source of Webster's strength and success lay in this democratic instinct; it was not patriotism alone, it was the spirit which hailed the new democracy, and in its very contempt of precedent and historic authority disclosed its rude self-reliance.

This temper had a more favorable field for its exhibition in the third part of "A Grammatical Institute" which bore the sub-title: "An American Selection of Lessons in Reading and Speaking; calculated to improve the Minds and refine the Taste of Youth, and also to instruct them in the Geography, History, and Politics of the United States. To which are prefixed Rules in Elocution, and Directions for expressing the Principal Passions of the Mind." This laboriously emphatic title-page bears the motto from Mirabeau: "Begin with the infant in his cradle; let the first word he lisps be Washington." In strict accordance with this patriotic sentiment, the compiler gives a series of lessons which would not be inappropriate to any girl or boy who in infancy had performed the feat of lisping the easy-going name which Mirabeau himself probably had some difficulty in conquering. "In the choice of pieces," says Webster in his preface, "I have been attentive to the political interests of America. I consider it as a capital fault in all our schools that the books generally used contain subjects wholly uninteresting to our youth; while the writings that marked the Revolution, which are perhaps not inferior to the orations of Cicero and Demosthenes, and which are calculated to impress interesting truths upon young minds, lie neglected and forgotten. Several of those masterly addresses of Congress, written at the commencement of the late Revolution, contain such noble sentiments of liberty and patriotism that I cannot help wishing to transfuse them into the breasts of the rising generation." Accordingly, he makes abundant room in his book for orations by Hancock, Warren, Livingston, and Joel Barlow, and for poetry by Freneau, Dwight, Barlow, and Livingston again, all kept in countenance by Cicero, Publius Scipio, Shakespeare, and Pope, while a tribute is paid to "Mr. Andrus of Yale College, since deceased," by the insertion of "A Dialogue written in the year 1776." To plump from Joel Barlow at the North Church in Hartford, July 4, 1787, to a portion of Cicero's oration against Verres, probably produced no severe shock, since both orations were intended as exercises in speaking, and the former by its structure was removed to about the same chronological distance from the young speaker as the latter. It would be a curious inquiry how far writers of historical addresses in America have from the beginning been affected by the necessity which a regard for ancient models laid upon them of fitting the facts of our Revolutionary War to oratorical periods, and how far popular conceptions of the beginning of our national life have been formed by the "pieces" which young Americans have been called upon to speak. The Roman was the most distinguished predecessor by name of this new republic, and enthusiastic patriots went to it for literary furniture as freely as their ancestors in New England applied to the Jewish theocracy. In the contemporary ephemeral literature of the time there is a faint survival of the older forms, but a more energetic reproduction of Roman symbols, taken sometimes directly from Latin literature and history, sometimes indirectly from the chill Augustan renaissance of the English eighteenth-century literature. The interior manners of the two periods are well contrasted in two sets of letters, the earlier passing between John and Margaret Winthrop, the later between John and Abigail Adams. The Scriptural allusions which crowd the Winthrop letters have not wholly disappeared in the Adams letters, but they are more formally introduced as fragmentary bits of wisdom, and appear side by side with quotations from Pliny and Rollin's "Ancient History;" Mrs. Adams signs herself Portia; the vessels which carry the letters are the Apollo, the Juno, and the Minerva; and classical allusions constitute a good share of such playfulness as may be found.

The judgment with which Webster made his reading selections largely from American sources was not the result of a mere Anglo-phobia; it was the product of an ardent, hopeful patriotism trained within narrow provincial bounds. Webster was not old enough to have been much under the impression of the English rule in America, and his days had been spent in farming villages where the traditions were little affected by foreign life, or in a college which jumped over intermediate centuries to find models in Roman antiquity. His education, meaning by that the cultivation of his powers by what were literary or circumstantial influences, had made him quite exclusively an American and a republican; when he began to give expression, therefore, to his mind, he was unimpeded and unstimulated by anything outside of the horizon of his frugal life; he was not so much opposed to foreign culture as he was absolutely ignorant of it; and in his career we are called upon to observe the growth of a mind as nearly native as was possible. If I am not mistaken, that which was Webster's weakness as an individual man was his strength as the pioneer of education in a new country.