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David Fowler, letter, to Eleazar Wheelock, 1765 June 15

ms-number: 765365

[note (type: abstract): Fowler reports on the progress of his scholars and on the conditions in Kanawalohale.][note (type: handwriting): Handwriting is formal and clear.][note (type: paper): Large sheet folded in half to make four pages is in good condition, with light staining and wear, and light-to-moderate creasing. There is some light repair work along the central crease.][note (type: ink): Black-brown ink bleeds through paper slightly.][note (type: noteworthy): The contents of this letter are similar to those of manuscript 765523.4. There are several above-line additions; it is uncertain, however, whether these additions were made by Fowler or an unknown editor. It is uncertain to whom Fowler refers when he mentions "Master," and so he has been left untagged. However, it is possibly John Lathrop[pers0320.ocp]. A note has been added in pencil after the trailer on two verso; this note has note been transcribed.]

[Rev,d | Rev.]Rev,dRev. [& | and]&and [Hon.d | Honoured]Hon.dHonoured Sir,
This is the twelfth Day [ſince | since]ſincesince I began
to keep this School, and I have put eight of my Scholars into third
Page [above] of the [ſpelling | spelling]ſpellingspelling bookof the [ſpelling | spelling]ſpellingspelling book; [ſome | some]ſomesome [almoſt | almost]almoſtalmost got down to the Bottom of the [above] [ſame | same]ſamesame[ſame | same]ſamesame third;— I never [ſaw | saw]ſawsaw
Children exceed these in learning. The Number of [above] mymy Scholars are
twenty [ſix | six]ſixsix when they are all [above] [preſent | present]preſentpresent[preſent | present]preſentpresent [togather | together]togathertogether: but [above] it is difficultit is difficult I cant keep them
[togather | together]togathertogether: they are always [above] oftenoften roving about from Place to Place to get
[ſome thing | something]ſome thingsomething to live upon. [Proviſion | provision]Proviſionprovision is very [ſcarce | scarce]ſcarcescarce with them.—
I am [alſo | also]alſoalso teaching a [ſinging | singing]ſingingsinging School: they take great
[Pleaſure | pleasure]Pleaſurepleasure in learning to [ſing | sing]ſingsing: We can already carry three
Parts of [ſeveral | several]ſeveralseveral Tunes.
My Friends are always looking for the [Miniſters | ministers]Miniſtersministers there
is [ſcarce | scarce]ſcarcescarce a Day [paſssover | pass over]paſssoverpass over but that [ſome Body | somebody]ſome Bodysomebody will [aſk | ask]aſkask me
when [above] willwill the [Miniſters | ministers]Miniſtersministers [above] willwill come: all [above] thatthat what I can tell them, is, I
expect they will come middle of this Month. I have been
treated very kindly. [ſince | since]ſincesince [above] II came to this Place, I [beleive | believe]beleivebelieve I [ſhould | should]ſhouldshould
want for nothing if they [above] hadhad wherewith to [beſtow | bestow]beſtowbestow it.
I find it very hard to live here without the other
Rib[pers0742.ocp], for I am [oblig'd | obliged]oblig'dobliged to eat with Dogs, I [ſay | say]ſaysay, with Dogs [be‐
cauſe | be‐
they are continually [liking | licking]likinglicking Water out [off | of]offof their [Pales | pails]Palespails
and Kettles: Yea, I have often [ſeen | seen]ſeenseen Dogs eating their
Victuals when they [ſet | set]ſetset [thein | their]theintheir [above] [Diſhes | dishes]Diſhesdishes[Diſhes | dishes]Diſhesdishes down, they'll only make
a little [Noiſe | noise]Noiſenoise to [ſhow | show]ſhowshow their [Diſpleaſure | displeasure]Diſpleaſuredispleasure to Dogs and take
up the [Diſh | dish]Diſhdish. [finiſh | finish]finiſhfinish [off | off]offoff what was left. My Cooks are
[naſty | nasty]naſtynasty as Hogs: their [Cloaths | clothes]Cloathsclothes are black and [greaſy | greasy]greaſygreasy as my
Shoes. their Hands are dirty as my Feet, but they [cleanſe | cleanse]cleanſecleanse
[above] themthem by kneading Bread: their Hands will be very clean after
they have kneaded three or four [Loves | loaves]Lovesloaves of Bread. I am [ob‐
lig'd | ob‐
to eat [whatſoever | whatsoever]whatſoeverwhatsoever they give me for [above] fearfear they will be [diſ‐
pleaſd | dis‐
with me: after this Month I [ſhall | shall]ſhallshall try to clean
[ſome | some]ſomesome of them. for I [muſt | must]muſtmust move along by Degrees,
if they once [above] getget out with me it is all over with me.
I I [ſhall | shall]ſhallshall have a [Houſe | house]Houſehouse built me next Week,
then I [ſhall | shall]ſhallshall have my Victuals cleaner.
I think 30£ [above] lawful money [above] per Annumper Annum as the [leaſt | least]leaſtleast that will be [neciſsary | necessary]neciſsarynecessarylawful money [above] per Annumper Annum as the [leaſt | least]leaſtleast that will be [neciſsary | necessary]neciſsarynecessary will not be too much for my Support
for the [above] [firſt | first]firſtfirst Year or two[firſt | first]firſtfirst Year or two three [firſt | first]firſtfirst Years: It is very [coſtly | costly]coſtlycostly to [above] livingliving live here, [left] beingbeing [be‐
cauſe | be‐
it is [ſo | so]ſoso far from an [Engliſh | English]EngliſhEnglish Settlement; and I deter
mine to live better than a Hog, for my Food is now is not
fit for any Man, that has been [uſed | used]uſedused to have his Victuals
[dreſt | dressed]dreſtdressed clean: I am almost [ſick | sick]ſicksick now for want of [ſome | some]ſomesome
[Refreſhment | refreshment]Refreſhmentrefreshment that is [nouriſhing | nourishing]nouriſhingnourishing. I [wiſh | wish]wiſhwish I had [ſome | some]ſomesome
of Mrs. Wheelock[pers0577.ocp]'s Bread [& | and]&and Milk, little [ſweet | sweet]ſweetsweet Cake and good
[boild | boiled]boildboiled Meat, I could eat those things gready as a Hog that
has been kept in a Pen two Days without it's Swill.—
[above] I now [& | and]&and then drink [ſome | some]ſomesomeI now [& | and]&and then drink [ſome | some]ſomesome My daily Meat is Tea [above] which I carried with mewhich I carried with me and [above] eateat dry Bread [above] which I boughtwhich I bought, little [Fiſh | fish]Fiſhfish
which I [cetch | catch]cetchcatch out of a [ſmall | small]ſmallsmall River and their Pottage
which is [above] made ofmade of pounded Corn.
If you [above] could obtain the Favour tocould obtain the Favour to can get me Writing that will draw
[Proviſion | provision]Proviſionprovision [above] now [& | and]&and thennow [& | and]&and then from [above] out of theout of the Kings[pers0305.ocp] Stores I [wiſh | wish]wiſhwish you would do it:
for I [above] amam obliged to go forty Miles to buy my [Proviſion | provision]Proviſionprovision.—
I heard from [M.r | Mr.]M.rMr. Kirtland[pers0315.ocp] [above] aa few Days ago.
he is well and teaching Children to read. "[Pleaſe | please]Pleaſeplease to
give my kind [Reſpects | respects]Reſpectsrespects to Madam[pers0577.ocp] [& | and]&and [Maſter | Master]MaſterMaster and Love
to all the [reſt | rest]reſtrest of your Family, [eſſpecially | especially]eſſpeciallyespecially to your Chil‐
dren." I [aſk | ask]aſkask the Continuance of your Prayers, that
God would give me Grace and fill my [above] HeartHeart with the Love of
God and [Compaſſion | compassion]Compaſſioncompassion to [periſhing | perishing]periſhingperishing Souls and that God
[above] wouldwould make me an [Inſtrument | instrument]Inſtrumentinstrument of [wining | winning]winingwinning many [above] SoulsSouls to [Chriſt | Christ]ChriſtChrist
before I leave this World.— [Pleaſe | Please]PleaſePlease to accept much
Love [& | and]&and [Reſpects | respects]Reſpectsrespects from,
your affectionate,
though unworthy Pupil,

David Fowler[pers0155.ocp]
[note (type: editorial): Blank page.]
David Fowler[pers0155.ocp]'s
Letters from Oneida[place0179.ocp]
June [15th | 15th]15th15th[1765-06-15] [& | and]&and [24th | 24th]24th24th

which he brought with him

Kanawalohale was a village located in the present-day town of Vernon in central New York state. In the 18th century, it was an Oneida village located about 60 miles west of the Mohawk village Canajoharie. Because the village’s name was similar to the Mohawk village of Canajoharie, many sources conflate the two. Founded in the mid-18th century, Kanawalohale was made up of a cluster of about 40 homes along the Oneida Creek, south of Oneida Lake. The name means head on a post in reference to an enemy soldier's skull displayed in the village. In 1765, David Fowler established an Indian school in Kanawalohale, where Wheelock’s son, Ralph, worked. Between the years of 1765 and 1767, Kanawalohale hosted many of Wheelock's missionaries including Samuel Kirkland, Joseph Johnson, David Avery, and Aaron Kinne. The Indians of Kanawalohale used their relationship with missionaries such as Kirkland to gain prestige over the formerly central Oneida village, Old Oneida. Kirkland often wrote in his journal about the dialogues he had with the Indians at Kanawalohale, who refused to receive his teachings silently. The Christian Indian population grew throughout the 1760s with at least 200 Indians attending church in the village. In 1780, Joseph Brant, a Mohawk allied with the British, led a war party against the revolting colonists, with whom the Oneidas had allied, that destroyed the Oneida village of Kanawalohale. This area is known today as Oneida Castle.


Oneida is a city in Madison County located at the geographical center of New York state. Before European settlement of the area, the Oneida Tribe, one of the Six Nations of the Haudenosaunee (Iroquois) Confederacy, inhabited a large territory adjacent to nearby Oneida Lake. Around 1533, they built their first village on the south shore of the lake, at or near the mouth of Oneida Creek. At the end of the 17th century, this area began suffering raids by parties from the French colony of Quebec, in a battle to control the fur trade. In 1696, Oneida village was burned by the French. As a result, the Oneidas moved their chief village east of the original site, called Old Oneida, to a new site called Kanawalohale, also known as Oneida Castle, which was fortified by tall palisades and a moat. This is the site of the present-day village of Oneida Castle, a small hamlet west of the city of Oneida in the northwest corner of the town of Vernon. When used in Occom Circle documents, the place name "Oneida" usually refers to the territory inhabited by the Tribe east of Oneida Lake, but can also refer specifically to Oneida Castle. Although the Oneidas sided with the patriots during the Revolutionary War, much of their territory was sold or appropriated by the state of New York. In 1790, the first European settlers moved into the area of Old Oneida village, and the district began to expand. In the 1830s, the state built a feeder from Oneida Creek through the present city site to provide water for the new canal system, which enabled canal boats to ship freight into the town. Eventually, the railroad came through the town and helped with its expansion. This led to the incorporation of the Village of Oneida in 1848 and the establishment of the Town of Oneida in 1896. The town was chartered as the City of Oneida in 1901, and with two more railroad lines transecting the area, it became a thriving manufacturing center for the first half of the 20th century.

Fowler, David

David Fowler was Jacob Fowler's older brother, Samson Occom's brother-in-law, and an important leader of the Brothertown Tribe. He came to Moor's in 1759, at age 24, and studied there until 1765. While at school, he accompanied Occom on a mission to the Six Nations in 1761. He was licensed as a school master in the 1765 mass graduation, and immediately went to the Six Nations to keep school, first at Oneida and then at Kanawalohale. Fowler saw himself as very close to Wheelock, but their relationship fragmented over the course of Fowler's mission, primarily because Wheelock wrote back to Kirkland, with whom Fowler clashed, but not to Fowler, and because Wheelock refused to reimburse Fowler for some expenses on his mission (767667.4 provides the details most clearly). Fowler went on to teach school at Montauk, and played a major role in negotiations with the Oneidas for the lands that became Brothertown. He was among the first wave of immigrants to that town, and held several important posts there until his death in 1807.

Lathrop, John

John Lathrop was mentored by Eleazar Wheelock and taught at Moor's Indian Charity School for several years after his graduation from Princeton. In 1765, he became minister of the Old North Church (Second Church) in Boston. He first wife was Mary Wheatley, who first taught the slave poet Phyllis Wheatley to read and write. John's cousins Daniel and Joshua Lathrop had business dealings with Wheelock and the Charity School.

Wheelock, Eleazar

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.

Fowler, Hannah (née Garrett)

Hannah Fowler (née Garrett) was a Pequot woman who married David Fowler. The Garrett family boasted sachems and interpreters and was influential among the Stonington Pequots. Hannah grew up among the Charlestown Narragansetts, as her parents had affiliated with that tribe (a not-uncommon occurrence, given the close ties between the groups, especially in the realm of Christian spirituality). At Charlestown, Hannah received her basic education and was recruited for Moor’s Indian Charity School. She studied at the school from 1763 until she married David Fowler in 1766. Hannah and David’s marriage is especially noteworthy because it is the only instance where a female Moor’s student married a Native American missionary from Moor’s and joined him on missions — which had been Wheelock’s intent in admitting Native American women in the first place. Hannah assisted David on his mission to Kanawalohale from the time of their marriage in 1766 until his departure for Montauk in 1767. In 1783, the pair moved to Brothertown, where their house was the town center. Both Fowlers proved influential in town affairs, and their children and grandchildren also played a central role in the town’s administration.

Wheelock, Mary (née Brinsmead)

Mary Wheelock was born Mary Brinsmead on July 26, 1714 in Milford, Connecticut. In the year following the death of his first wife, Eleazar began to court Mary Brinsmead, and the two married on November 21, 1747. Mary and Eleazar had five children together, including John, who would succeed his father as President of Dartmouth College. Little appears in the historical record about Mary, but many of the people who wrote to Wheelock, especially his Native correspondents who often lived with the family, referred to her warmly. In September 1770, Mary dismantled her longtime home in Connecticut, and travelled with her children to the Wheelocks' new home in the wilderness of New Hampshire. They rode in a coach sent over from England by John Thornton, accompanied by 30 Charity School students on foot. Eleazar, who had gone ahead to build housing for everyone, wrote a letter to Mary with many instructions about the move; the disposition of domestic animals, people, supplies; and the acquisition of money that suggests she was an able and trustworthy manager (manuscript 770510.1; this manuscript is not included in Occom Circle documents). She died in 1784 in Hanover, New Hampshire, where she is buried in the Dartmouth College Cemetery.

Frederick, George William

George William Frederick (King George III) became heir to the throne of England in 1751 upon the death of his father Frederick, Prince of Wales. He became King George III of England in the fall of 1760 at age 22, following the death of his grandfather King George II. George III passed many important edicts during his reign including that of the Royal Marriage Act of 1772; the Treaty of Paris in 1762, which ended the Seven Years War; the Stamp Act of 1765; and the Townshend Duties of 1767. However, he is most well-known for being the reigning monarch during the Revolutionary War. After the surrender of British forces to the Americans in 1782, George III considered abdicating the throne, but chose not to do so because he felt it would be too detrimental to Britain. The last 30 years of George's life were plagued with illness. In 1788 he had the first of many attacks of insanity, now believed to have been caused by an inherited disease known as porphyria. With George III unfit to rule, it was decided that his son George would become regent, an arrangement which was made permanent in 1810. King George III died on January 29, 1820 at the age of 81 after a reign of nearly 60 years (the third longest in British history). He was succeeded by his son George IV.

Kirkland, Samuel

Samuel Kirkland (b. Kirtland) was Eleazar Wheelock’s most famous Anglo American student. He conducted a 40-year mission to the Oneidas and founded Hamilton College (established in 1793 as Hamilton Oneida Academy). Kirkland won acclaim as a missionary at a young age by conducting an adventurous and risky mission to the Senecas, the westernmost of the Haudenosaunee (Iroquois) Six Nations. After his year and a half among them, which was well publicized by Wheelock, he was ordained and sent as a missionary to the Oneidas under the auspices of the Connecticut Board of the Society in Scotland for Propagating Christian Knowledge. He spent most of the rest of his life serving the Oneidas as a minister. Kirkland’s sincere devotion to serving as a missionary was excellent publicity for Wheelock’s program, but it also brought the two men into conflict. Wheelock became jealous of Kirkland when the school’s British benefactors began urging Wheelock to make Kirkland his heir, and Kirkland, meanwhile, was upset that Wheelock had failed to provide him with sufficient supplies on his mission — a complaint that he was unafraid to publicize (and that almost all of Wheelock’s other students shared). The breaking point came in 1770, when Kirkland split from Wheelock’s Connecticut Board and affiliated with the New England Company, a missionary society that had abruptly turned against Wheelock in 1765. Wheelock and Kirkland briefly made up in 1771, but their relationship quickly dissolved into further acrimony. Although Kirkland spent most of his life as a missionary to the Six Nations, he generally held disparaging views of Native Americans. He did not approve of Wheelock’s plan to educate Indians as missionaries, and was haughty towards the Moor’s alumni that worked with him (notably David Fowler, Joseph Johnson, and Joseph Woolley). Prior to the Revolution, Kirkland had been stringent in his refusals to take Oneida land, even when offered to him. The Revolution seems to have shifted his loyalties from the Oneidas to local Anglo Americans. Kirkland served as a chaplain in the American army and was instrumental in convincing the Oneidas to remain neutral (or, more accurately, to side with the Americans). At one point he was the chaplain with General Sullivan’s army, the force sent to ransack Seneca and Cayuga territory in 1779. It is unclear what emotions this aroused in Kirkland, who had served the Senecas less than 15 years earlier, yet after the war, Kirkland freely engaged in Oneida dispossession. Along with James Dean, another Wheelock alumnus with close ties to the Oneidas, Kirkland played a pivotal role in urging the Oneidas to sell land illegally to the state of New York. The land deals that resulted gave Kirkland the property, financial capital, and connections to establish Hamilton Oneida Academy. The last decades of Kirkland’s life were difficult. He found himself in a three-way battle with Samson Occom and John Sergeant Jr., who were also ministers in Oneida territory, for the hearts and minds of their congregations; he was fired as a missionary in 1797, although he continued to serve sans salary; one of his son’s business enterprises failed, leaving Kirkland nearly destitute; and two of his three sons died unexpectedly. Hamilton Oneida Academy, like Moor’s Indian Charity School, largely failed at its goal of educating Indians, and in 1812, four years after Kirkland’s death, it was re-purposed as Hamilton College, a largely Anglo-American institution. At some point in the mid-to-late 18th century, Kirkland changed his name from Kirtland, although the reasons for this are uncertain.

Document Summary

People identified in this document:

id Text in document Role in header Authorized Name
pers0742.ocp Rib mentioned Fowler, Hannah (née Garrett)
pers0577.ocp Mrs. Wheelock mentioned Wheelock, Mary (née Brinsmead)
pers0305.ocp Kings mentioned Frederick, George William
pers0315.ocp M. r Mr. Kirtland mentioned Kirkland, Samuel
pers0577.ocp Madam mentioned Wheelock, Mary (née Brinsmead)
pers0155.ocp David Fowler writer Fowler, David
pers0155.ocp David Fowler writer Fowler, David

Places identified in this document:

id Text in document Authorized Name
place0114.ocp Conawarohare Kanawalohale Kanawalohale
place0179.ocp Oneida Oneida

This document does not contain any tagged organizations.

Dates identified in this document:

Standard Form Text
1765-06-15 June 15th15th 1765
1765-06-15 June 15th15th
1765-06-24 24th24th 1765

Regularized text:

Type Original Regularized
variation Conawarohare Kanawalohale
variation 15th 15th
modernization Rev,d Rev.
modernization ſince since
modernization ſpelling spelling
modernization ſome some
modernization almoſt almost
modernization ſame same
modernization ſaw saw
modernization ſix six
modernization preſent present
variation togather together
variation ſome thing something
modernization Proviſion provision
modernization ſcarce scarce
modernization alſo also
modernization ſinging singing
modernization Pleaſure pleasure
modernization ſing sing
modernization ſeveral several
modernization Miniſters ministers
variation paſssover pass over
variation ſome Body somebody
modernization aſk ask
variation beleive believe
modernization ſhould should
modernization beſtow bestow
modernization ſay say
modernization be‐
variation liking licking
variation off of
variation Pales pails
modernization ſeen seen
modernization ſet set
modernization Diſhes dishes
modernization Noiſe noise
modernization ſhow show
modernization Diſpleaſure displeasure
modernization Diſh dish
modernization finiſh finish
variation off off
modernization naſty nasty
variation Cloaths clothes
modernization greaſy greasy
modernization cleanſe cleanse
variation Loves loaves
modernization whatſoever whatsoever
variation diſ‐
modernization ſhall shall
modernization muſt must
modernization Houſe house
modernization leaſt least
variation neciſsary necessary
modernization firſt first
modernization coſtly costly
modernization ſo so
modernization Engliſh English
modernization uſed used
variation dreſt dressed
modernization ſick sick
modernization Refreſhment refreshment
modernization nouriſhing nourishing
modernization wiſh wish
modernization ſweet sweet
variation boild boiled
modernization Fiſh fish
variation cetch catch
modernization ſmall small
modernization M.r Mr.
modernization Pleaſe please
modernization Reſpects respects
modernization Maſter Master
modernization reſt rest
variation eſſpecially especially
modernization Compaſſion compassion
modernization periſhing perishing
modernization Inſtrument instrument
variation wining winning
modernization Chriſt Christ
modernization Pleaſe Please
modernization 24th 24th

Expanded abbreviations:

Abbreviation Expansion
& and
Hon.d Honoured
oblig'd obliged

This document's header does not contain any mixed case attribute values.

Summary of errors found in this document:

Number of dates with invalid 'when' attributes: 0
Number of nested "hi" tags: (consider merging the @rend attributes, or using other tags) 0
Number of tags with invalid 'rend' attributes: 0 (out of 17)
Number of people/places/organizations with unknown keys: 0 (out of 10)
Number of "add" tags with unknown 'place' attributes: 0 (out of 34)
Mixed case attribute values in header (potential error): 0 (out of 108)
HomeDavid Fowler, letter, to Eleazar Wheelock, 1765 June 15
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