Ezekiel Webster was nearly two years older than Daniel, and like him possessed uncommon natural gifts. A strong affection had united the two brothers from their earliest years. There was no reason, apart from Judge Webster’s poverty, why Ezekiel, as well as his younger brother, should not be allowed a college education. But the father hesitated long before he ventured to offer Daniel the education which he longed to give him , and to raise the necessary money was obliged to mortgage his humble house. His plan for Ezekiel was that he should remain at home and carry on the farm. As he grew older, and hard work had made him in his own words “old before his time,” he felt that it would be a relief to have a son like Ezekiel to take the burden from his shoulders, and keep up the farm. But Ezekiel scarcely more than Daniel had a vocation for farming. He too had a thirst for learning, and felt that a farmer’s life would be uncongenial. It is natural that he should have felt dissatisfied with his prospects, and that the claims of Duty which he recognized should nevertheless have seemed to him difficult to obey.

Such was the state of feeling when Daniel came home on a vacation. To him Ezekiel revealed his thoughts and inward struggles .

“I ought to stay, Daniel,” he said; “now that you are away father needs me more than ever, but I can’t bear the idea of growing up in ignorance, with no work more elevating than working on the farm.”

Daniel was touched. He could see how unequal their lots were likely to be. While he might be a successful lawyer, his favorite brother, whose talents he considered to equal his own, would have to toil on the barren acres of their paternal farm.

“I can’t bear the idea, either, Zeke,” he answered. “You are sacrificing yourself to me. Father has mortgaged the farm to pay my expenses, and you are working to pay it.”

“If but one of us can have an education, Dan, I am glad that you are that one.”

“But, Zeke, you are as smart as I, nay, smarter, and ought to have the same advantages nu skin .”

“It cannot be, Daniel. I know that well enough. If I could be spared to leave home I should like to go out West. In a new part of the country I should have a better chance of getting on than here. Here on our barren little farm there is no chance to do better than get a bare living.”

“I wish you could go to college too. Isn’t there some way of managing it?”

“I have thought of it many times, but I see no way,” answered Ezekiel despondently.

He was accustomed to open and close the school with extemporaneous prayer, and those who remember the deep solemnity of manner which he could command at will will readily believe that this exercise was made impressive by the young teacher.

No stories have been handed down of insubordination among his pupils. If there had been any HKUE ENG , it would speedily have been quelled by the preceptor, whose demeanor was naturally dignified.

It is remarkable how many of our great men have spent a portion of their early lives at the teacher’s desk. Gen. Garfield had an unusually extensive and varied experience as teacher, and would have passed through life very happily if he had never withdrawn from the school-room. Daniel Webster had not his special aptitude for it, but was nevertheless very fairly successful. One qualification, as we learn from the testimony of a pupil, was his “remarkable equanimity of temper.” The vexations of the school-room are neither few nor far between, but none of them were able to bring a frown to young Webster’s brow. Calmly he met and conquered all difficulties that came in his way, and secured the confidence and respect of his scholars.

The young man also impressed his pupils and friends as a man of competent scholarship. Hon. Samuel Fessenden HKUE ENG , of Portland, writes: “The first I ever knew of Daniel Webster was immediately after he left college, and was employed by my father, the secretary of the Trustees of Fryeburg Academy, to become the principal instructor in that institution. He was not, when he commenced, twenty years old. I heard no one complain that his scholarship was not adequate to the duty he had assumed. On the contrary, I heard the Rev. Dr. Nathaniel Porter, of Conway, and my father, the Rev. William Fessenden, of Fryeburg, both of whom were good scholars, and the former, Rev. Dr. Porter, a very great man, say that Daniel Webster was a very good scholar for his years. He did, while at Fryeburg, exhibit traits of talent and genius which drew from these two divines, and from other professional gentlemen, unqualified praise of his powers of mind. I remember very distinctly hearing my father remark that if Mr. Webster should live, and have health, and pursue a straightforward course of industry and virtue, he would become one of the greatest men this country had produced.”

When it is remembered that the young man of whom this prediction was made was at the time an obscure teacher, in an obscure town, in what was then a frontier settlement, we must infer that he exhibited remarkable ability, and gave hints of a reserved power not yet called into action HKUE ENG .

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