ving, had
ever been.'

The trip to Connecticut was made in 1761, and the lads
arrived at Lebanon about mid-summer. They were not at
all sure that the school would be to their liking and
had planned, if such should prove to be the case, to make
a hasty flight back to the Mohawk valley on the horses
they brought with them. Negyes and Center looked rather
woebegone as they came into Dr Wheelock's presence: 'Two
of them,' he says, 'were but little better than naked.'
Brant, however, created a good impression. 'The other,
being of a family of distinction, was considerably clothed,
Indian fashion, and could speak a few words of English.'

The school was kept up by a number of benevolent persons
who contributed liberally to its funds. Sir William
Johnson was ready to do his share to aid the good work,
and some four months and a half after the Mohawk boys
had arrived he wrote to the principal: 'I shall not be
backward to contribute my mite.' A house in which to hold
the classes and two acres of land had been given by a
farmer named Joshua Moor; hence the institution was
generally called Moor's Indian Charity School. The
principal, Dr Wheelock, was a man of wide scholarship,
and became later on the founder of the seat of learning
in New Hampshire now known as Dartmouth College.

But little is known of the course of study pursued by
Joseph at Moor's School. When he entered it his knowledge
must have been very slender, and as a young man he began
to learn things ordinarily taught to a mere child. It is
likely that he now became much more fluent than formerly
in his use of the English tongue. From the beginning his
progress was very rapid, and Dr Wheelock does not stint
the praise that he bestows upon him: 'Joseph is indeed
an excellent youth,' was his comment; 'he has much endeared
himself to me, as well as to his master, and everybody
also by his good behaviour.'

The master here spoken of was Charles Jeffrey Smith, a
young man of ample means who wished to be of service to
the Indians. He had come to the school after Joseph's
arrival and helped the principal in giving instruction.
He very soon remarked the superior intelligence which
Joseph showed among the twenty-five pupils in his charge.
Intending to make a missionary tour among the Indian
tribes, he proposed to take his young pupil with him as
an interpreter. Writing to Sir William Johnson about the
matter, he referred to Joseph in most glowing terms: 'As
he is a