"In Mr. Webster's earliest youth an occurrence of such a nature took place, which affected him deeply at the time, and has dwelt in his memory ever since. There was a sudden and extraordinary rise in the Merrimack River, in a spring thaw. A deluge of rain for two whole days poured down upon the houses. A mass of mingled water and snow rushed madly from the hills, inundating the fields far and wide. The highways were broken up, and rendered undistinguishable. There was no way for neighbors to interchange visits of condolence or necessity, save by boats, which came up to the very door-steps of the houses. "Many things of value were swept away, even things of bulk. A large barn, full fifty feet by twenty, crowded with hay and grain, sheep, chickens, and turkeys, sailed majestically down the river, before the eyes of the astonished inhabitants; who, no little frightened, got ready to fly to the mountains, or construct another ark. "The roar of waters, as they rushed over precipices, casting the foam and spray far above, the crashing of the forest-trees as the storm broke through them, the immense sea everywhere in range of the eye, the sublimity, even danger, of the scene, made an indelible impression upon the mind of the youthful observer. "Occurrences and scenes like these excite the imaginative faculty, furnish material for proper thought, call into existence new emotions, give decision to character, and a purpose to action."--pp. 7, 8. It may well be supposed that Mr. Webster's early opportunities for education were very scanty. It is indeed correctly remarked by Mr. Ticknor, in reference to this point, that "in New England, ever since the first free school was established amidst the woods that covered the peninsula of Boston in 1636, the schoolmaster has been found on the border line between savage and civilized life, often indeed with an axe to open his own path, but always looked up to with respect, and always carrying with him a valuable and preponderating influence." Still, however, compared with any thing that would be called a good school in this region and at the present time, the schools which existed on the frontier sixty years ago were sadly defective. Many of our district schools even now are below their reputation. The Swedish Chancellor's exclamation of wonder at the little wisdom with which the world is governed, might well be repeated at the little learning and skill with which the scholastic world in too many parts of our country is still taught. In Mr. Webster's boyhood it was much worse. Something that was called a school was kept for two or three months in the winter, frequently by an itinerant, too often a pretender, claiming only to teach a little reading, writing, and ciphering, and wholly incompetent to give any valuable assistance to a clever youth in learning either.