abstract: Frisbie requests to be allowed to leave his mission and return to college.
handwriting: Formal handwriting is clear and legible.
paper: Single medium-sized sheet is in good condition, with light staining, creasing and wear.
ink: Dark-brown ink is lightly faded in spots.
Modernized Version -- deletions removed; additions added in; modern spelling and capitalization added; unfamiliar abbreviations expanded.
Rev. and Honoured Doctor//
to me to go on a Tour into the Indian Country, I was
of Opinion it would be very detrimental to my collegiate
Studies, (which Opinion Experience has verified ) — but as
I was well persuaded that the Doctor always consulted the best
Good of the design in general, and the good of each individual
Member of the School as far as might be consistent with that,
I made no Objection to the proposal of going and tarrying in
the wilderness five or six Months, not doubting but a compli‐
ance with the Doctor's good pleasure in promoting the grand de‐
sign, and the advantage I might be to the Indians, and gain
from them by a knowledge of their Language and Customs, would
in some measure compensate for the Neglect of other necessary
acquirements— And now through the goodness of God I have re‐
turned and find that it is concluded that Wheelock and Ripley should
tarry here this winter — but as they were at College last Summer
when I was absent, and the Friendship and Society of my classmates
are very agreeable, and the Advantages at College are perhaps
to go to College
considered the expenses not vastly greater, I desire (with submission
to the Doctors superior Judgment) that he would so far gratify
my Inclination as to send me to College this Winter — I under‐
stand it is the desire of the President that I should be there, and
I trust the Doctor will not deny my Request, though he may think
I shall miss of some advantages here — when he considers there
are possibly some others there which under my present Circumstances
may be as beneficial — If I stay here I shall have no time to apply
myself to the study of Indian, I have spent so much in it already —
but I need say no more I doubt not but the Doctors Generous
and Benevolent disposition will excite him to grant my
Request, if he can see it any way consistent with my own
Good and the Good and Honour of the School — I desire the
Doctor to give me an answer as soon as possible — and let what
will be the issue I desire as far as I can to rest contentedly
your most devoted Pupil
and very humble Servant
Levi Frisbie was a very intelligent and unreligious charity scholar. He came to Wheelock with substantial schooling already, and after a few months at Moor's, Wheelock sent him on to Yale. There, Frisbie excelled academically. However, he never wanted to be a missionary. He arrived at Moor's sometime during April of 1767, and by May 5, he was already writing Wheelock asking to be released from missionary obligations. While at Yale, this trend continued: Levi went so far as to confess to Wheelock that he was not even a church member. Although he was not passionate about Scripture, he was quite the classicist. Under the name Philo Musae, he would write Wheelock long chains of heroic couplets styled on epic about the Indian mission. In 1769, Levi went on his first mission (a short stint to the Oneidas). Shortly thereafter, Wheelock pulled Levi out of Yale to help make up Dartmouth's first class. Levi graduated in 1771, and was ordained with David McClure in May 1772. He and McClure set out on a mission on June 19, 1772, but Levi fell ill immediately and stayed at Fort Pitt. It is unclear whether he rejoined McClure on the mission. The two men returned to Hanover on October 2, 1773. Levi stayed involved with Wheelock and the Indian mission for a few years, but by 1776, he had assumed the pulpit at Ipswich, where he remained for the rest of his life. Levi's poetry appears at the end of Wheelock's 1771 Narrative, as well as in McClure and Parish's biography of Wheelock.
Eleazar Wheelock was a New Light Congregationalist minister who founded Dartmouth College. He was born into a very typical Congregationalist family, and began studying at Yale in 1729, where he fell in with the emerging New Light clique. The evangelical network that he built in college propelled him to fame as an itinerant minister during the First Great Awakening and gave him many of the contacts that he later drew on to support his charity school for Native Americans. Wheelock’s time as an itinerant minister indirectly brought about his charity school. When the Colony of Connecticut retroactively punished itinerant preaching in 1743, Wheelock was among those who lost his salary. Thus, in 1743, he began operating a grammar school to support himself. He was joined that December by Samson Occom, a Mohegan Indian, who sought out an education in hopes of becoming a teacher among his people. Occom’s academic success inspired Wheelock to train Native Americans as missionaries. To that end, he opened Moor’s Indian Charity School in 1754 (where he continued to train Anglo-American students who paid their own way as well as students who functionally indentured themselves to Wheelock as missionaries in exchange for an education). Between 1754 and 1769, when he relocated to New Hampshire, Wheelock trained approximately 60 male and female Native American students from nearby Algonquian tribes and from the Haudenosaunee (Iroquois) of central New York. At the same time, he navigated the complicated politics of missionary societies by setting up his own board of the Society in Scotland for Propagating Christian Knowledge, although he continued to feud with the Boston Board of the SSPCK and the London Commissioners in Boston (more colloquially called the New England Company). By the late 1760s, Wheelock had become disillusioned with the idea of Native American education. He was increasingly convinced that educating Native Americans was futile (several of his students had failed to conform to his confusing and contradictory standards), and, in late 1768, he lost his connection to the Haudenosaunee. With his inclination and ability to sponsor Native American missionaries largely depleted, Wheelock sought instead to fulfill his ultimate ambition of obtaining a charter and opening a college, which he did in 1769. To fund this new enterprise, Wheelock drew on the £12,000 that Samson Occom had raised for Moor’s Indian Charity School during a two-and-a-half year tour of Great Britain (1765 to 1768). Much of this money went towards clearing land and erecting buildings in New Hampshire for the Charity School’s relocation — infrastructure that also happened to benefit Dartmouth. Many of Wheelock’s contemporaries were outraged by what they saw as misuse of the money, as it was clear that Dartmouth College was not intended for Indians and that Moor’s had become a side project. Although Wheelock tried to maintain at least some commitment to Native American education by recruiting students from Canadian communities, the move did a great deal of damage to his public image. The last decade of Wheelock’s life was not easy. In addition to the problems of trying to set up a college far away from any Anglo-American urban center, Wheelock experienced the loss of relationships with two of his most famous and successful students, Samson Occom and Samuel Kirkland (an Anglo-American protégé). He also went into debt for Dartmouth College, especially after the fund raised in Britain was exhausted.
Ralph Rodulphus Wheelock was Wheelock's oldest son and heir apparent. While Wheelock believed that Ralph showed great aptitude for the "Indian business," others saw Ralph as arrogant and abrasive. He also suffered from epilepsy, which seriously impeded his ability to work. He died in Hanover as an invalid under almost constant care and guardianship. Wheelock's struggle to accept his son's illness and his son's struggle to overcome it provide an undercurrent for some of the stranger events in the history of Moor's Indian Charity School and Dartmouth College. Ralph grew up surrounded by and dedicated to Indian education, but also with an inflated sense of Wheelock's, and his own, importance, which stayed with him for much of his life. Joseph Brant recounts a telling anecdote: Ralph once ordered William Major, Sir William Johnson's son, to saddle his horse on the grounds that he was the son of a gentleman and William Major was not. Ralph was unable to finish coursework at the College of New Jersey, which he attended from 1761-1763, although he graduated from Yale in 1765. He made three tours of the Six Nations (in 1766, 1767, and 1768), assisting ministers in bringing back children and negotiating with tribes. He taught at Moor's for two years, and was briefly considered as a companion for Occom on the Fundraising Tour. Wheelock formally named him as his heir in the 1768 draft of his will. However, Wheelock's reliance on Ralph brought disastrous consequences for the school. In the spring of 1768, Wheelock sent Ralph to the Onondagas and Oneidas to negotiate about schoolmasters and missionaries. Once there, Ralph managed to offend the assembled chiefs beyond repair. Ralph blamed his failure on Kirkland, and it was not until 1772 that Wheelock learned the truth of the matter. It is likely that Ralph's conduct influenced the Oneidas' decision to pull their children out of Moor's later in 1768: Wheelock himself implied as much in his 1771 Journal. By the early 1770s, Wheelock had realized that Ralph was never going to take over Dartmouth College. In a later will, Wheelock provided Ralph with £50 per annum for his care, to be paid out by the College, and stipulated that his other heirs should look after his oldest son. Because Ralph was unable to serve as Wheelock's heir, the presidency of the College passed to John Wheelock, a soldier who had no theological training or desire to run a college.
Sylvanus Ripley was a charity scholar at Moor’s Indian Charity School who became one of Dartmouth College’s first professors and Eleazar Wheelock’s son-in-law. After a brief stint at Moor’s proper, Ripley entered Yale in 1768. He undertook several short missions to the Canadian tribes in the early 1770s to seek out a new source of Native American students for Wheelock. His longest mission, from May to September of 1772, garnered 10 students from Kahnawake, the Catholic Canadian settlement. Ripley was an important figure in Dartmouth’s early history: in addition to serving as preceptor of Moor’s from 1775 until 1779, he was a tutor at Dartmouth from 1772 until 1782, a trustee of Dartmouth from 1775 until 1787, and the College’s professor of divinity from 1782 until 1787 (sources differ as to whether Ripley was ever formally ordained). He was also very involved in the political conflicts that characterized the town’s early history. Ripley died in 1787, at age 37, after being thrown from a sleigh.