The military system, which formed so important a part of the New Englander's education, added to the picturesqueness of his life and to the notion of solidarity. The experience with Indian and Frenchman, as has often been shown, had made the unostentatious farmer-soldiers of New England a formidable and resolute body when the day of the Revolution came. Before that day the train-bands of the towns were the color and music of the otherwise monotonous life. Four times a year came muster with its drill, its competitive shooting, its feasting, its sports, and its exercise of self-government in the election of officers. This visible expression of the power of the community generated a self-confidence and a spirit of generous comradery in the mind of the young soldier; the courage which it gave, the habit of standing upright in any presence, the belief that back of the voice lay the strong arm, were parts of the education of such men as Webster. Of the more specific literary education I have already spoken. Webster's training as a scholar was that of other Americans of his day, neither better nor worse; and indeed there was not much to choose between the chances of town and country. So late as 1813 Mr. George Ticknor, in his reminiscences, relates his difficulties in undertaking the study of German in Boston: "At Jamaica Plains there was a Dr. Brosius, a native of Strasburg, who gave instruction in mathematics. He was willing to do what he could for me in German, but he warned me that his pronunciation was very bad, as was that of all Alsace, which had become a part of France. Nor was it possible to get books. I borrowed a Meidinger's grammar, French and German, from my friend Mr. Everett, and sent to New Hampshire, where I knew there was a German dictionary, and procured it. I also obtained a copy of Goethe's 'Werther' in German (through Mr. William S. Shaw's connivance) from amongst Mr. J. Q. Adams's books, deposited by him, on going to Europe, in the Athenæum, under Mr. Shaw's care, but without giving him permission to lend them."[2] Mr. Hillard, in commenting on this, says well that "there are now, doubtless, more facilities in New England for the study of Arabic or Persian than there were then for the study of German." But it was not yet even 1813 in Hartford and its neighborhood, and in the middle of the eighteenth century the literary resources were meagre in the extreme. Learning was not concentrated in the towns, but the access to books there was easier. The country minister, who was the scholar, literary man, and school-master, fell back largely upon the Greek and Latin classics, and upon the few books of the day which he could get in his rare journeys to Boston. In Boston itself there were book-stores, and John Mein, afterward a royalist refugee, kept a circulating library in 1765 at what was known as the London bookstore. It numbered some twelve hundred volumes, and boasted a printed catalogue. It gives some indication of