Noah Webster in an 1833 portrait by James Herring
|Member of the Connecticut House of Representatives|
1800; 1802 – 1807
Noah Webster, Jr.|
October 16, 1758
Western Reserve of Hartford, Connecticut, British America
May 28, 1843 84) (aged|
New Haven, Connecticut, U.S.
|Resting place||Grove Street Cemetery in New Haven, Connecticut|
|Spouse(s)||Rebecca Greenleaf Webster (m. 1789)|
|Alma mater||Yale University|
|Allegiance||United States of America|
|Battles/wars||American Revolutionary War|
Noah Webster, Jr. (October 16, 1758 – May 28, 1843) was an American lexicographer, textbook pioneer, English-language spelling reformer, political writer, editor, and prolific author. He has been called the "Father of American Scholarship and Education". His blue-backed speller books taught five generations of American children how to spell and read, secularizing their education. According to Ellis (1979), he gave Americans "a secular catechism to the nation-state."
Webster's name has become synonymous with "dictionary" in the United States, especially the modern Merriam-Webster dictionary that was first published in 1828 as An American Dictionary of the English Language.
Webster was born in the Western Division of Hartford (which became West Hartford, Connecticut) to an established family. His father Noah Sr. (1722–1813) was a descendant of Connecticut Governor John Webster; his mother Mercy (Steele) Webster (1727–1794) was a descendant of Governor William Bradford of Plymouth Colony. His father was primarily a farmer, though he was also deacon of the local Congregational church, captain of the town's militia, and a founder of a local book society (a precursor to the public library). After American independence, he was appointed a justice of the peace.
Webster's father never attended college, but he was intellectually curious and prized education. Webster's mother spent long hours teaching her children spelling, mathematics, and music. At age six, Webster began attending a dilapidated one-room primary school built by West Hartford's Ecclesiastical Society. Years later, he described the teachers as the "dregs of humanity" and complained that the instruction was mainly in religion. Webster's experiences there motivated him to improve the educational experience of future generations.
At age fourteen, his church pastor began tutoring him in Latin and Greek to prepare him for entering Yale College. Webster enrolled at Yale just before his 16th birthday, studying during his senior year with Ezra Stiles, Yale's president. His four years at Yale overlapped the American Revolutionary War and, because of food shortages and threatened British invasions, many of his classes had to be held in other towns. Webster served in the Connecticut Militia. His father had mortgaged the farm to send Webster to Yale, but he was now on his own and had nothing more to do with his family.
Webster lacked career plans after graduating from Yale in 1778, later writing that a liberal arts education "disqualifies a man for business". He taught school briefly in Glastonbury, but the working conditions were harsh and the pay low. He quit to study law. While studying law under future U.S. Supreme Court Chief Justice Oliver Ellsworth, Webster also taught full-time in Hartford—which was grueling, and ultimately impossible to continue. He quit his legal studies for a year and lapsed into a depression; he then found another practicing attorney to tutor him, and completed his studies and passed the bar examination in 1781. As the Revolutionary War was still going on, he could not find work as a lawyer. He received a master's degree from Yale by giving an oral dissertation to the Yale graduating class. Later that year, he opened a small private school in western Connecticut that was a success. Nevertheless, he soon closed it and left town, probably because of a failed romance. Turning to literary work as a way to overcome his losses and channel his ambitions, he began writing a series of well-received articles for a prominent New England newspaper justifying and praising the American Revolution and arguing that the separation from Britain was permanent. He then founded a private school catering to wealthy parents in Goshen, New York and, by 1785, he had written his speller, a grammar book and a reader for elementary schools. Proceeds from continuing sales of the popular blue-backed speller enabled Webster to spend many years working on his famous dictionary.
Webster was by nature a revolutionary, seeking American independence from the cultural thralldom to Britain. To replace it, he sought to create a utopian America, cleansed of luxury and ostentation and the champion of freedom. By 1781, Webster had an expansive view of the new nation. American nationalism was superior to Europe because American values were superior, he claimed.
America sees the absurdities—she sees the kingdoms of Europe, disturbed by wrangling sectaries, or their commerce, population and improvements of every kind cramped and retarded, because the human mind like the body is fettered 'and bound fast by the chords of policy and superstition': She laughs at their folly and shuns their errors: She founds her empire upon the idea of universal toleration: She admits all religions into her bosom; She secures the sacred rights of every individual; and (astonishing absurdity to Europeans!) she sees a thousand discordant opinions live in the strictest harmony ... it will finally raise her to a pitch of greatness and lustre, before which the glory of ancient Greece and Rome shall dwindle to a point, and the splendor of modern Empires fade into obscurity.
Webster dedicated his Speller and Dictionary to providing an intellectual foundation for American nationalism. From 1787 to 1789, Webster was an outspoken supporter of the new Constitution. In October 1787, he wrote a pamphlet entitled "An Examination into the Leading Principles of the Federal Constitution Proposed by the Late Convention Held at Philadelphia," published under the pen name "A Citizen of America." The pamphlet was influential, particularly outside New York State.
In terms of political theory, he de-emphasized virtue (a core value of republicanism) and emphasized widespread ownership of property (a key element of Federalism). He was one of the few Americans who paid much attention to French theorist Jean-Jacques Rousseau. It was not Rousseau's politics but his ideas on pedagogy in Emile (1762) that influenced Webster in adjusting his Speller to the stages of a child's development.
Webster married well and had joined the elite in Hartford but did not have much money. In 1793, Alexander Hamilton lent him $1,500 to move to New York City to edit the leading Federalist Party newspaper. In December, he founded New York's first daily newspaper American Minerva (later known as the Commercial Advertiser), which he edited for four years, writing the equivalent of 20 volumes of articles and editorials. He also published the semi-weekly publication The Herald, A Gazette for the country (later known as The New York Spectator).
As a Federalist spokesman, he was repeatedly denounced by the Jeffersonian Republicans as "a pusillanimous, half-begotten, self-dubbed patriot," "an incurable lunatic," and "a deceitful newsmonger ... Pedagogue and Quack." Rival Federalist pamphleteer "Peter Porcupine" (William Cobbett) said that Webster's pro-French views made him "a traitor to the cause of Federalism," calling him "a toad in the service of sans-cullottism," "a prostitute wretch," "a great fool, and a barefaced liar," "a spiteful viper," and "a maniacal pedant." Webster, the consummate master of words, was distressed. Even the use of words such as "the people," "democracy," and "equality" in public debate bothered him, for such words were "metaphysical abstractions that either have no meaning, or at least none that mere mortals can comprehend."
Webster followed French radical thought and urged a neutral foreign policy when France and Britain went to war in 1793. French minister Citizen Genêt set up a network of pro-Jacobin "Democratic-Republican Societies" that entered American politics and attacked President Washington, and Webster condemned them. He called on fellow Federalist editors to "all agree to let the clubs alone—publish nothing for or against them. They are a plant of exotic and forced birth: the sunshine of peace will destroy them." He was elected a Fellow of the American Academy of Arts and Sciences in 1799.
For decades, he was one of the most prolific authors in the new nation, publishing textbooks, political essays, a report on infectious diseases, and newspaper articles for his Federalist party. He wrote so much that a modern bibliography of his published works required 655 pages. He moved back to New Haven in 1798; he was elected as a Federalist to the Connecticut House of Representatives in 1800 and 1802–1807.
The Copyright Act of 1831 was the first major statutory revision of U.S. copyright law, a result of intensive lobbying by Noah Webster and his agents in Congress. Webster also played a critical role lobbying individual states throughout the country during the 1780s to pass the first American copyright laws, which were expected to have distinct nationalistic implications for the infant nation.
As a teacher, he had come to dislike American elementary schools. They could be overcrowded, with up to seventy children of all ages crammed into one-room schoolhouses. They had poor, underpaid staff, no desks, and unsatisfactory textbooks that came from England. Webster thought that Americans should learn from American books, so he began writing the three volume compendium A Grammatical Institute of the English Language. The work consisted of a speller (published in 1783), a grammar (published in 1784), and a reader (published in 1785). His goal was to provide a uniquely American approach to training children. His most important improvement, he claimed, was to rescue "our native tongue" from "the clamour of pedantry" that surrounded English grammar and pronunciation. He complained that the English language had been corrupted by the British aristocracy, which set its own standard for proper spelling and pronunciation. Webster rejected the notion that the study of Greek and Latin must precede the study of English grammar. The appropriate standard for the American language, argued Webster, was "the same republican principles as American civil and ecclesiastical constitutions." This meant that the people-at-large must control the language; popular sovereignty in government must be accompanied by popular usage in language.
The Speller was arranged so that it could be easily taught to students, and it progressed by age. From his own experiences as a teacher, Webster thought that the Speller should be simple and gave an orderly presentation of words and the rules of spelling and pronunciation. He believed that students learned most readily when he broke a complex problem into its component parts and had each pupil master one part before moving to the next. Ellis argues that Webster anticipated some of the insights currently associated with Jean Piaget's theory of cognitive development. Webster said that children pass through distinctive learning phases in which they master increasingly complex or abstract tasks. Therefore, teachers must not try to teach a three-year-old how to read; they could not do it until age five. He organized his speller accordingly, beginning with the alphabet and moving systematically through the different sounds of vowels and consonants, then syllables, then simple words, then more complex words, then sentences.
The speller was originally titled The First Part of the Grammatical Institute of the English Language. Over the course of 385 editions in his lifetime, the title was changed in 1786 to The American Spelling Book, and again in 1829 to The Elementary Spelling Book. Most people called it the "Blue-Backed Speller" because of its blue cover and, for the next one hundred years, Webster's book taught children how to read, spell, and pronounce words. It was the most popular American book of its time; by 1837, it had sold 15 million copies, and some 60 million by 1890—reaching the majority of young students in the nation's first century. Its royalty of a half-cent per copy was enough to sustain Webster in his other endeavors. It also helped create the popular contests known as spelling bees.
As time went on, Webster changed the spellings in the book to more phonetic ones. Most of them already existed as alternative spellings. He chose spellings such as defense, color, and traveler, and changed the re to er in words such as center. He also changed tongue to the older spelling tung, but this did not catch on.
- "In the choice of pieces," he explained, "I have not been inattentive to the political interests of America. Several of those masterly addresses of Congress, written at the commencement of the late Revolution, contain such noble, just, and independent sentiments of liberty and patriotism, that I cannot help wishing to transfuse them into the breasts of the rising generation."
Students received the usual quota of Plutarch, Shakespeare, Swift, and Addison, as well as such Americans as Joel Barlow's Vision of Columbus, Timothy Dwight's Conquest of Canaan, and John Trumbull's poem M'Fingal. He included excerpts from Tom Paine's The Crisis and an essay by Thomas Day calling for the abolition of slavery in accord with the Declaration of Independence.
Webster's Speller was entirely secular by design. It ended with two pages of important dates in American history, beginning with Columbus's discovery of America in 1492 and ending with the battle of Yorktown in 1781. There was no mention of God, the Bible, or sacred events. "Let sacred things be appropriated for sacred purposes," wrote Webster. As Ellis explains, "Webster began to construct a secular catechism to the nation-state. Here was the first appearance of 'civics' in American schoolbooks. In this sense, Webster's speller becoming what was to be the secular successor to The New England Primer with its explicitly biblical injunctions." Later in life, Webster became intensely religious and added religious themes. However, after 1840, Webster's books lost market share to the McGuffey Eclectic Readers of William Holmes McGuffey, which sold over 120 million copies.
Vincent P. Bynack (1984) examines Webster in relation to his commitment to the idea of a unified American national culture that would stave off the decline of republican virtues and solidarity. Webster acquired his perspective on language from such theorists as Maupertuis, Michaelis, and Herder. There he found the belief that a nation's linguistic forms and the thoughts correlated with them shaped individuals' behavior. Thus, the etymological clarification and reform of American English promised to improve citizens' manners and thereby preserve republican purity and social stability. This presupposition animated Webster's Speller and Grammar.
In 1806, Webster published his first dictionary, A Compendious Dictionary of the English Language. In 1807 Webster began compiling an expanded and fully comprehensive dictionary, An American Dictionary of the English Language; it took twenty-six years to complete. To evaluate the etymology of words, Webster learned twenty-eight languages, including Old English (Anglo-Saxon), Gothic, German, Greek, Latin, Italian, Spanish, French, Dutch, Welsh, Russian, Hebrew, Aramaic, Persian, Arabic, and Sanskrit. Webster hoped to standardize American speech, since Americans in different parts of the country used different languages. They also spelled, pronounced, and used English words differently.
Webster completed his dictionary during his year abroad in January 1825 in a boarding house in Cambridge, England. His book contained seventy thousand words, of which twelve thousand had never appeared in a published dictionary before. As a spelling reformer, Webster preferred spellings that matched pronunciation better. In A Companion to the American Revolution (2008), John Algeo notes: "It is often assumed that characteristically American spellings were invented by Noah Webster. He was very influential in popularizing certain spellings in America, but he did not originate them. Rather […] he chose already existing options such as center, color and check on such grounds as simplicity, analogy or etymology." He also added American words, like "skunk" and "squash," that did not appear in British dictionaries. At the age of seventy, Webster published his dictionary in 1828, registering the copyright on April 14.
Though it now has an honored place in the history of American English, Webster's first dictionary only sold 2,500 copies. He was forced to mortgage his home to develop a second edition, and his life from then on was plagued with debt.
In 1840, the second edition was published in two volumes. On May 28, 1843, a few days after he had completed revising an appendix to the second edition, and with much of his efforts with the dictionary still unrecognized, Noah Webster died. The rights to his dictionary were acquired by George and Charles Merriam in 1843 from Webster's estate and all contemporary Merriam-Webster dictionaries trace their lineage to that of Webster, although many others have adopted his name, attempting to share in the prestige.
Lepore (2008) demonstrates Webster's paradoxical ideas about language and politics and shows why Webster's endeavors were at first so poorly received. Culturally conservative Federalists denounced the work as radical—too inclusive in its lexicon and even bordering on vulgar. Meanwhile, Webster's old foes the Republicans attacked the man, labeling him mad for such an undertaking.
Scholars have long seen Webster's 1844 dictionary to be an important resource for reading poet Emily Dickinson's life and work; she once commented that the "Lexicon" was her "only companion" for years. One biographer said, "The dictionary was no mere reference book to her; she read it as a priest his breviary—over and over, page by page, with utter absorption."
In 1850 Blackie and Son in Glasgow published the first general dictionary of English that relied heavily upon pictorial illustrations integrated with the text. Its The Imperial Dictionary, English, Technological, and Scientific, Adapted to the Present State of Literature, Science, and Art; On the Basis of Webster's English Dictionary used Webster's for most of their text, adding some additional technical words that went with illustrations of machinery.
Webster in early life was something of a freethinker, but in 1808 he became a convert to Calvinistic orthodoxy, and thereafter became a devout Congregationalist who preached the need to Christianize the nation. Webster grew increasingly authoritarian and elitist, fighting against the prevailing grain of Jacksonian Democracy. Webster viewed language as a tool to control unruly thoughts. His American Dictionary emphasized the virtues of social control over human passions and individualism, submission to authority, and fear of God; they were necessary for the maintenance of the American social order. As he grew older, Webster's attitudes changed from those of an optimistic revolutionary in the 1780s to those of a pessimistic critic of man and society by the 1820s.
His 1828 American Dictionary contained the greatest number of Biblical definitions given in any reference volume. Webster considered education "useless without the Bible." Webster released his own edition of the Bible in 1833, called the Common Version. He used the King James Version (KJV) as a base and consulted the Hebrew and Greek along with various other versions and commentaries. Webster molded the KJV to correct grammar, replaced words that were no longer used, and did away with words and phrases that could be seen as offensive.
In 1834, he published an apologetic book in defense of The Bible and Christianity itself.
Opposition to slavery
Webster helped found the Connecticut Society for the Abolition of Slavery in 1791, but by the 1830s rejected the new tone among abolitionists that emphasized Americans who tolerated slavery were themselves sinners. In 1837, Webster warned his daughter Eliza about her fervent support of the abolitionist cause. Webster wrote, "slavery is a great sin and a general calamity—but it is not our sin, though it may prove to be a terrible calamity to us in the north. But we cannot legally interfere with the South on this subject." He added, "To come north to preach and thus disturb our peace, when we can legally do nothing to effect this object, is, in my view, highly criminal and the preachers of abolitionism deserve the penitentiary."
Noah Webster married Rebecca Greenleaf (1766–1847) on October 26, 1789, New Haven, Connecticut. They had eight children:
- Emily Schotten (1790–1861), who married William W. Ellsworth, named by Webster as an executor of his will. Emily, their daughter, married Rev. Abner Jackson, who became president of both Hartford's Trinity College and Hobart College in New York State.
- Frances Julianna (1793–1869)
- Harriet (1797–1844), who married William Chauncey Fowler
- Mary (1799–1819)
- William Greenleaf (1801–1869)
- Eliza (1803–1888)
- Henry (1806–1807)
- Louisa (b. 1808)
He moved to Amherst, Massachusetts in 1812, where he helped to found Amherst College. In 1822 the family moved back to New Haven, where Webster was awarded an honorary degree from Yale the following year. He is buried in New Haven's Grove Street Cemetery.
- Collection of Essays and Fugitive Writings on Moral, Historical, Political, and Literary Subjects (1790)
- The American Spelling Book (1783)
- The Elementary Spelling Book (1829)
- Value of The Bible and Excellence of the Christian Religion (1834)
- Rudiments of English Grammar (1899)
- Dobbs, Christopher. "Noah Webster and the Dream of a Common Language". Noah Webster and the Dream of a Common Language. Connecticut Humanities. Retrieved July 24, 2015.
- "Connecticut Births and Christenings, 1649-1906". FamilySearch. Retrieved July 24, 2015.
- Joseph Ellis, After the Revolution: Profiles of Early American Culture (1979) p. 175
- Noah had two brothers, Abraham (1751–1831) and Charles (b. 1762), and two sisters, Mercy (1749–1820) and Jerusha (1756–1831).
- Kendall, Joshua, The Forgotten Founding Father, p. 22.
- Kendall, p. 22.
- Kendall, pp. 21–23.
- Kendall, pp. 22–24.
- Kendall, p. 24.
- Kendall, pp. 29–30.
- Richard Rollins, The Long Journey of Noah Webster (1980) p. 19.
- Kendall, p. 54.
- Kendall, p. 56.
- Kendall, p. 57.
- Kendall, pp. 58–59.
- Kendall, p. 59-64
- Kendall, p. 65.
- Kendall, pp. 65–66.
- Kendall, pp. 69–71.
- Kendall, pp. 71–74.
- Rollins (1980) p. 24
- Ellis 170
- Kendall, Joshua, The Forgotten Founding Father, pp. 147–49
- Rollins, (1980) ch 2
- Ellis 199, 206.
- Ellis p. 201.
- "Book of Members, 1780–2010: Chapter W" (PDF). American Academy of Arts and Sciences. Retrieved August 7, 2014.
- "Copyright Act (1831), Primary Sources on Copyright (1450–1900), eds L. Bently & M. Kretschmer". Copyrighthistory.org. Retrieved December 9, 2011.
- See Brian Pelanda, "Declarations of Cultural Independence: The Nationalistic Imperative Behind the Passage of Early American Copyright Laws, 1783–1787"] 58 Journal of the Copyright Society of the U.S.A. 431, 437–42 (2011) online.
- Citing this article, "at first he kept the u in words like colour or favour" so this quotation should have a 'U' in clamour
- See Brian Pelanda, Declarations of Cultural Independence: The Nationalistic Imperative Behind the Passage of Early American Copyright Laws, 1783–1787 58 Journal of the Copyright Society of the U.S.A. 431, 431–454 (2011).
- Ellis 174.
- Algeo, John. "The Effects of the Revolution on Language," in A Companion to the American Revolution. John Wiley & Sons, 2008. p. 599
- Scudder 1881, pp. 245–52.
- Warfel, Harry Redcay (1966). Noah Webster, schoolmaster to America. New York: Octagon. p. 86.
- Ellis, After the Revolution: Profiles of Early American Culture (1979) p. 175
- Ellis 175.
- Westerhoff, John H. III (1978). McGuffey and His Readers: Piety, Morality, and Education in Nineteenth-Century America. Nashville: Abingdon. ISBN 0-687-23850-1.
- Bynack, Vincent P. (1984). "Noah Webster and the Idea of a National Culture: the Pathologies of Epistemology". Journal of the History of Ideas. 45 (1): 99–114. doi:10.2307/2709333.
- Pearson, Ellen Holmes. "The Standardization of American English," Teachinghistory.org, accessed March 21, 2012
- Lepore, Jill (2012). The Story of America: Essays on Origins. Princeton, New Jersey: Princeton University Press. p. 125. ISBN 978-0-691-15399-5.
- Wright, Russell O. (2006). Chronology of education in the United States. McFarland. p. 44. ISBN 978-0-7864-2502-0. Retrieved April 13, 2012.
- Lepore, Jill (2008). "Introduction". In Schulman, Arthur. Websterisms: A Collection of Words and Definitions Set Forth by the Founding Father of American English. Free Press.
- Deppman, Jed (2002). "'I Could Not Have Defined the Change': Rereading Dickinson's Definition Poetry". Emily Dickinson Journal. 11 (1): 49–80. doi:10.1353/edj.2002.0005. Martha Dickinson Bianchi, The life and letters of Emily Dickinson (1924) p. 80 for quote
- Hancher, Michael (1998). "Gazing at the Imperial Dictionary". Book History. 1: 156–181. doi:10.1353/bh.1998.0006.
- Snyder (1990).
- Rollins (1980).
- Mary Babson Fuhrer (2014). A Crisis of Community: The Trials and Transformation of a New England Town, 1815–1848. University of North Carolina Press. p. 294.
- Noah Webster and the First American Dictionary, Luisanna Fodde Melis, Rosen Publishing Group, New York, 2005. Books.google.com. Retrieved December 9, 2011.
- Florea, Silvia. Americana Vol. VI, No 2, Fall 2010 "Lessons from the Heart and Hearth of Colonial Philadelphia: Reflections on Education, As Reflected in Colonial Era Correspondence to Wives."
- Noah Webster and the American Dictionary, David Micklethwait, McFarland, 2005. Books.google.com. Retrieved December 9, 2011.
- Genealogy of the Greenleaf family. F. Wood. 1896. Retrieved December 9, 2011.
- Noah Webster at Find a Grave
- "Noah Webster" in The Cambridge History of English and American Literature in 18 Volumes (1907–21). vol 18 section 25:33 online edition
- Bynack, Vincent P. "Noah Webster and the Idea of a National Culture: the Pathologies of Epistemology." Journal of the History of Ideas 1984 45(1): 99–114. ISSN 0022-5037 in Jstor
- Ellis, Joseph J. After the Revolution: Profiles of Early American Culture 1979. chapter 6, interpretive essay online edition
- Gallardo, Andres. "The Standardization of American English." PhD dissertation State U. of New York, Buffalo 1980. 367 pp. DAI 1981 41(8): 3557-A. 8104193, focused on Webster's dictionary
- Hayakawa, Isamu. A Comprehensive Catalog of Webster's Dictionaries from 1808 to 2000 (2014) Amazon (Tokyo: Texnai).
- Kendall, Joshua. The Forgotten Founding Father: Noah Webster's Obsession and the Creation of an American Culture (2011)
- Leavitt, Robert Keith. Noah's Ark New England Yankees and the Endless Quest: a Short History of the Original Webster Dictionaries, With Particular Reference to Their First Hundred Years (1947). 106 pp
- Lepore, Jill. "Noah's Mark: Webster and the original dictionary wars." The New Yorker, (November 6, 2006). 78–87. online edition
- Malone, Kemp. "Webster, Noah," Dictionary of American Biography, Volume 10 (1936)
- Micklethwait, David. Noah Webster and the American Dictionary (2005)
- Morgan, John S. Noah Webster (1975), popular biography
- Moss, Richard J. Noah Webster. (1984). 131 pp. Wester as author
- Nelson, C. Louise. "Neglect of Economic Education in Webster's 'Blue-Backed Speller'" American Economist, Vol. 39, 1995 online edition
- Pelanda, Brian. Declarations of Cultural Independence: The Nationalistic Imperative Behind the Passage of Early American Copyright Laws, 1783–1787 Journal of the Copyright Society of the U.S.A., Vol. 58, p. 431, 2011.
- Proudfit, Isabel. Noah Webster Father of the Dictionary (1966).
- Rollins, Richard. The Long Journey of Noah Webster (1980) (ISBN 0-8122-7778-3)
- Rollins, Richard M. "Words as Social Control: Noah Webster and the Creation of the American Dictionary". American Quarterly 1976 28(4): 415–430. ISSN 0003-0678 JSTOR 2712538.
- Scudder, Horace E. (1881). Noah Webster. Cambridge, Mass.: The Riverside Press. (from the series American Men of Letters. New York: Houghton, Mifflin and Company)
- Snyder, K. Alan. Defining Noah Webster: Mind and Morals in the Early Republic. (1990). 421 pp.
- Southard, Bruce. "Noah Webster: America's Forgotten Linguist." American Speech 1979 54(1): 12–22. ISSN 0003-1283 in Jstor
- Unger, Harlow Giles. Noah Webster: The Life and Times of an American Patriot (1998), scholarly biography
- Warfel, Harry R. Noah Webster: Schoolmaster to America (1936), a standard biography
- Harry R. Warfel, ed., Letters of Noah Webster (1953),
- Homer D. Babbidge, Jr., ed., Noah Webster: On Being American (1967), selections from his writings
- Webster, Noah. The American Spelling Book: Containing the Rudiments of the English Language for the Use of Schools in the United States by Noah Webster 1836 edition online, the famous Blue- Backed Speller
- Webster, Noah. An American dictionary of the English language 1848 edition online
- Webster, Noah. A grammatical institute of the English language 1800 edition online
- Webster, Noah. Miscellaneous papers on political and commercial subjects 1802 edition online mostly about banks
- Webster, Noah. A collection of essays and fugitiv writings: on moral, historical, political and literary subjects 1790 edition online 414 pages
- The Noah Webster House & West Hartford Historical Society
- Noah Webster Collection, Special Collections, Jones Library, Amherst MA
- Noah Webster on the Merriam-Webster website
- Connecticut Heritage website
- NOAH WEBSTER (1758-1843) Biographical entry in the 1911 Encyclopædia Britannica
- Works by Noah Webster at Project Gutenberg
- Works by or about Noah Webster at Internet Archive
- Searchable Webster's 1828 dictionary and Searchable Webster's 1913 dictionary—both in the public domain.
- Searchable Webster's 1828 wildcard dictionary
- Webster Bible text
- Preface to the Webster Bible
- Downloadable PDF of the Webster Bible
- A proposal for spelling reform from his younger and more radical days
- Online Webster Bible Searchable by verse and keywords
- The American Spelling Book
- Commentary of a Speech by Noah Webster on July 4, 1802