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David McClure, letter, to Eleazar Wheelock, 1767 December 17

ms-number: 767667.3

[note (type: abstract): McClure writes of his progress at Yale, and his desire to go on a mission and serve the design.][note (type: handwriting): Handwriting is small yet formal and clear. McClure occasionally includes a flourish or mark next to an uppercase R and, in one case, an uppercase I.][note (type: paper): Large sheet folded in half to make four pages is in fair condition, with moderate-to-heavy creasing, staining and wear that leads to a minor loss of text.][note (type: ink): Brown-black ink is slightly faded.]

Reverend [& | and]&and Honoured Sir/
We received the Doctor[pers0036.ocp]'s kind [Epestle | epistle]Epestleepistle yes‐
terday, with the greatest Joy [& | and]&and Gratitude; [& | and]&and would return
most [unfiegn'd | unfeigned]unfiegn'dunfeigned Thanks for the [ſincearest | sincerest]ſincearestsincerest [Expreſsions | expressions]Expreſsionsexpressions of [uſu‐
‐al | usu‐
parental unmerited Love. [Agreable | agreeable]Agreableagreeable to the Doctor[pers0036.ocp]'s
Direction I presented [Reſpects | respects]Reſpectsrespects to [Meſsrs | Messrs.]Meſsrs Messrs. Bird[pers0084.ocp] [& | and]&and [illegible] [guess (h-dawnd): [Whitleſy | Whitlesy]WhitleſyWhitlesy ] [Whitleſy | Whitlesy]WhitleſyWhitlesy
with the Narratives they return [Reſpects | respects]Reſpectsrespects to the Doctor[pers0036.ocp].
likewise one to [Mr | Mr.]Mr Mr. Mitchel[pers0377.ocp] our Tutor [& | and]&and [desir'd | desired]desir'ddesired him to
peruse the Letter to us as the Doctor[pers0036.ocp] mentioned, that
he might understand more [thoro'ly | thoroughly]thoro'lythoroughly the [Disign | design]Disigndesign in which
we are embarked. I was some time with him; he [enquired | inquired]enquiredinquired
concerning the School[org0098.ocp] and the Doctor[pers0036.ocp]'s [propos'd | proposed]propos'dproposed method
for our Learning [& | and]&and the like; I endeavoured to inform
him in [ſhort | short]ſhortshort according to my best Understanding of the Affair.
 He [expreſsed | expressed]expreſsedexpressed a very great [Deſire | desire]Deſiredesire for the [Continuence | continuance]Continuencecontinuance [& | and]&and
  [Proſperity | prosperity]Proſperityprosperity of the School[org0098.ocp], was much [rejoic'd | rejoiced]rejoic'drejoiced to hear of
[ſuch | such]ſuchsuch [ſurpriſing | surprising]ſurpriſingsurprising [Succeſs | success]Succeſssuccess from home, [ſhould | should]ſhouldshould be very
[above] [ſorrey | sorry]ſorreysorry [ſorrey | sorry]ſorreysorry he said, if the School[org0098.ocp] should be within [Gen.l | Gen.]Gen.l Gen. Lyman[pers0344.ocp]'s
Government on the Ohio[place0178.ocp] [place0088.ocp]; but for what particular [Reaſon | reason]Reaſonreason
I did not ask him — [M.r | Mr.]M.r Mr. Baldwin[pers1759.ocp] [hapned | happened]hapnedhappened to be pre‐
sent in our Room when the Doctor[pers0036.ocp]'s Letter [arriv'd | arrived]arriv'darrived, he
accepted the Narrative very thankfully [& | and]&and returns his [Re‐
ſpects | re‐
to the Doctor[pers0036.ocp].
I am very glad to understand the Doctor[pers0036.ocp]
is so well [ſatiſfied | satisfied]ſatiſfiedsatisfied with our Behaviour [& | and]&and [Proficiancy | proficiency]Proficiancyproficiency in
 Learning here; I hope I shall always so conduct at College
as to merit the Doctor[pers0036.ocp]'s Approbation [& | and]&and honour the Design with
which I have the [Happyneſs | happiness]Happyneſshappiness to be so intimately connected.
With Regard to my daily employ tis as much as I [poſeably | possibly]poſeablypossibly
can go [thro | through]throthrough with. We still continue three Recitations a day.
at present we recite [cheifly | chiefly]cheiflychiefly the Languages [& | and]&and [Philoſophy | philosophy]Philoſophyphilosophy the
latter is both very [pleaſing | pleasing]pleaſingpleasing [& | and]&and profitable; which the Doctor[pers0036.ocp]
recommends; I hope to keep my [ſtanding | standing]ſtandingstanding [& | and]&and make my way
good in [claſsical | classical]claſsicalclassical Studies — Some of our Studies I appre‐
hend not to be so [uſeful | useful]uſefuluseful to us, as Mathematics [& | and]&and the like
which I in a great [meaſure | measure]meaſuremeasure omit; which for us who are [employ'd | employed]employ'demployed
in the Indian Design, I imagine to be of little or no Service.
— A Knowledge of the Indian Language is of vastly great‐
‐er Importance, [& | and]&and which I am sensible must be [attaind | attained]attaindattained, else
[every thing | everything]every thingeverything will in a manner be discouraging — [M.r | Mr.]M.r Mr. [Johnſon | Johnson]JohnſonJohnson [pers0879.ocp]'s
[above] [& | and]&and I [& | and]&and I [Converſe | converse]Converſeconverse [illegible] [guess (h-dawnd): ations are in]ations are in rarely in any other Language; I hope [gap: tear] [guess (h-dawnd): not]not
to loose what little I have already [attain'd | attained]attain'dattained. It much rejoices
my Heart to hear of such unexpected Encouragments from Home.
that God has put into the Hearts of the great [& | and]&and [Wiſe | wise]Wiſewise [ſuch | such]ſuchsuch a
benevolent Principle towards the Design. O may the great
End in View be [obtain'd | obtained]obtain'dobtained, when the Heathen shall hear of a
crucified Redeemer [& | and]&and put their Confidence only in his meri‐
‐torious Blood. I long to be fitted [& | and]&and [prepair'd | prepared]prepair'dprepared for this great
[& | and]&and glorious Cause. But [alaſs | alas]alaſsalas! my [unprepairedneſs | unpreparedness]unprepairedneſsunpreparedness! how amaz‐
‐ingly lukewarm am I in an Affair of such infinite Importance
to the Souls of Men! I desire to wait on God for every
thing [neceſsary | necessary]neceſsarynecessary for me. his time is the best. I think I [shou'd | should]shou'dshould
be highly favoured [& | and]&and greatly happy in being the Instrument
of good to my fellow Men! I should be glad to understand if the
Doctor[pers0036.ocp] pleases whether he designs I shall take a Tour among [gap: stain] [guess (h-dawnd): the]the
Indians in the Spring; my Heart [& | and]&and my Hands are ready if there
be a Door [illegible] open among the Indians [& | and]&and it be the Doctor[pers0036.ocp]'s Mind.
I am [ſensible | sensible]ſensiblesensible in [ſome | some]ſomesome measure of my present [distinguish'd | distinguished]distinguish'ddistinguished
[Priviledges | privileges]Priviledgesprivileges for which I hope ever to retain the most feeling
[Senſe | sense]Senſesense of Gratitude. [Thoſe | Those]ThoſeThose Branches of [Leterature | literature]Leteratureliterature the
Doctor[pers0036.ocp] recommended we are at present in [perſuit | pursuit]perſuitpursuit of, and
particularly Oratory which at present flourishes [& | and]&and wears
a very [agreable | agreeable]agreableagreeable [Aſpect | aspect]Aſpectaspect — I fear I have already wearied
the Doctor[pers0036.ocp]'s Patience by an unbecoming Prolixity; for
which I humbly ask [forgivneſs | forgiveness]forgivneſsforgiveness, [& | and]&and gratefully [ſubscribe | subscribe]ſubscribesubscribe [my‐
‐ſelf | my‐
The Doctor[pers0036.ocp]'s
Most dutiful, obedient [& | and]&and
affectionate Pupil,

David [M,cCluer | McClure]M,cCluerMcClure [pers0368.ocp]
The [Rev.d | Rev.]Rev.d Rev. Doctor Wheelock[pers0036.ocp]
From David [M.cCluer | McClure]M.cCluerMcClure [pers0368.ocp]
[Dec.r | December]Dec.r December [ | 17th] 17th 1767[1767-12-17]
To The Reverend
Doctor Eleazar Wheelock[pers0036.ocp]
Lebanon [place0122.ocp]
[p.r | per]p.r per favour}
[M.r | Mr.]M.r Mr. Leonard[pers0325.ocp]}
Moor’s Indian Charity School
Moor’s Indian Charity School was a grammar school for Native Americans that Eleazar Wheelock opened in North Lebanon, Connecticut in 1754. The school was named for Colonel Joshua Moor, also spelled More, who donated the land and school building. Moor’s was essentially an expansion of the grammar school that Wheelock opened in 1743 to support himself during the fallout from the First Great Awakening, when Wheelock, who'd participated in itinerant ministry during the Awakening, had his salary confiscated by the colony of Connecticut. In December of that year, Samson Occom asked Wheelock to teach him as well. Wheelock's work with Occom was so successful that Wheelock decided to replicate the experiment with other Native American boys. He accepted his first Indian students in 1754, and in 1761 began taking female students as well. Wheelock believed that in time, his school would become just one part of a larger missionary enterprise. He planned to send his Anglo American and Native American students to various tribes as missionaries and schoolmasters, with explicit instructions to pick out the best students and send them back to Moor’s to continue the cycle. His ultimate goal was to turn his school into a model Christian Indian town that would include farms, a college, and vocational training. However, Wheelock’s grand design did not survive the decade. Wheelock lost the vast majority of his Native American students; he fought with many of the best, including Samson Occom, Joseph Johnson, David Fowler, and Hezekiah Calvin, and other former and current students accused him of subjecting Native Americans to disproportionate amounts of manual labor. In 1769, perhaps due to concerns about corporal punishment, the Oneida withdrew all their children from Moor’s. When Wheelock relocated to Hanover in 1769, only two Native American students came with him, and it became clear that Wheelock’s focus was on Dartmouth and that Dartmouth was for white students. After Wheelock’s death in 1779, Moor’s Indian Charity School receded further into the background as John Wheelock, his father’s reluctant successor, stopped taking Indian students. Some Native American students were enrolled in Moor’s until 1850, when the school unofficially closed.
Government on the Ohio

Government on the Ohio refers to the place where the Allegheny and Monongahela Rivers converge in order to form the Ohio River in present-day Pittsburg, Pennsylvania. British colonists first attempted to establish the territory under their domain through the Ohio Company of Virginia, a company created for land speculation. The Ohio Company presented a petition to King George II in 1748 for extending Indian trade west of the Appalachians into Ohio country, and the crown agreed to grant a charter so long as the Ohio Company moved in one hundred families and built a fort within seven years. These plans were complicated by the fact that the French also claimed the land, and the territory changed hands between the French and British until the end of the French and Indian War, when it was finally held by the British. In a 1767 letter to Wheelock, David McClure explains that a tutor named Mr. Mitchell hoped that the Indian school was not within General Lyman’s Government on the Ohio, but Mitchell does not explain his reasoning.

Ohio River

The Ohio River runs westward for 981 miles from Pittsburgh, PA, to Cairo, IL. Its valley was originally inhabited by many different Indigenous peoples, including Shawnees, Lenapes, and Susquehannocks. During the 17th century, the Senecas, the western-most nation of the Haudenosaunee (Iroquois) Confederacy, began to move south into the Ohio River Valley in order to monopolize the fur trade with Europeans. This migration displaced many tribes from the Ohio River Valley in the 1660s. The name Ohio is derived from the Seneca word Ohiyo, meaning "it is beautiful." In the 1760s, when Wheelock began looking for a new location for Moor's Indian Charity School, the Ohio River Valley was, compared with New England, still largely untouched by white settlers. The location's relative isolation and large Indian population made it an attractive spot for Moor's relocation. Wheelock tried to obtain land along the Ohio River through his friendship with General Phineas Lyman, who sought a grant from England for his service in the Seven Year's War. Wheelock hoped that Lyman would include Moor's Indian Charity School in his request. In 1769, however, Wheelock learned that Lyman had not included Moor's in his petition. By then, however, Wheelock had already selected Hanover, NH, as as Moor's new location.


Lebanon is a town located in the state of Connecticut southwest of the town of Hartford. The land that became Lebanon was inhabited at least 10,000 years ago based on the archeological record. By the 1600s, the land was permanently inhabited by the Mohegan Indians, who used the area primarily for hunting. Lebanon was officially formed in 1700 when English settlers consolidated a number of land tracts, including several land grants by the Connecticut General Assembly and lands purchased from the Mohegans. However, these purchases were controversial. In 1659, the Mohegans entrusted their reserve land to Major John Mason, and in the following year, Mason transferred this land to the Connecticut colonial government with the understanding that there would be enough land left for the Mohegans to farm. The Mohegans claimed that they never authorized a transfer to the colonial government and only Mason’s heirs were entrusted with their land. In 1662, Connecticut, which included the Mohegan land that had been entrusted to the Masons, was incorporated by a royal charter. Based on this charter, the colony argued that the land was now the property of the government. In 1687, the colony began granting the Mohegan land to townships, and in 1704 the Masons petitioned the Crown on behalf of the Mohegans, claiming that such transfers of land to townships were illegal. Between the years of 1705 and 1773 legal disputes and controversies persisted, finally ending in a verdict by the Crown against the Mohegans. In 1755, Wheelock received property and housing in Lebanon that he would use as his house and school. While Lebanon was originally incorporated as a part of New London County in 1700, in 1724 it became a part of New Windham, before once again becoming a part of New London County in 1826. Lebanon was central to the American Revolution with half of its adult population fighting for the colonists and hundreds of meetings convened in the town for the revolutionary cause.

McClure, David

David McClure was an Anglo-American charity scholar at Moor’s Indian Charity School. He went on to become a minister, and remained exceptionally loyal to Eleazar Wheelock throughout his life. McClure is important as a primary source on Moor’s Indian Charity School: his diary (more accurately, an autobiography that he composed between 1805 and 1816) includes eyewitness accounts of the school, Samson Occom’s home life, and Separatist worship among the Charlestown Narragansett. McClure also became Wheelock’s first biographer (Memoirs of the Reverend Eleazar Wheelock, 1811). McClure was a typical charity scholar, in that he attended Moor’s primarily to obtain an education that his family could not have afforded otherwise. After a year at Moor’s, McClure enrolled in Yale, where he attended sporadically between 1765 and September 1769, when he received his degree. After graduating, McClure kept school at Moor’s (then in New Hampshire) for several years, until he undertook his only career mission in 1772. McClure was exceptionally ill-suited to the missionary business. He was a city boy from Boston, and was so unfit for farm labor at Moor’s that Wheelock had him copy out correspondence instead. Aside from a brief 1766 foray into teaching at Kanawalohale under Samuel Kirkland’s tutelage, McClure’s only mission was an aborted sixteen month effort (1772-1773) to proselytize the Delaware of the Muskingum River, during which he spent far more time preaching to Anglo-American congregations. McClure had a long career as a minister, teacher, and writer. He remained close to Wheelock throughout his life: he married into Wheelock’s family in 1780, served as a trustee of Dartmouth from 1778 until 1800, consistently informed Wheelock of Dartmouth’s PR problems, and took Wheelock’s side in his dispute with former charity scholar Samuel Kirkland.

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.

Lyman, Phineas

General Phineas Lyman was a longtime friend of Eleazar Wheelock’s and a supporter of his school. He was born in Durham, CT in 1715 and studied law at Yale. After graduating in 1738, Lyman became a tutor then successful lawyer, and he managed a law school in Suffield, MA. When Suffield was incorporated into Connecticut, Lyman became involved with the Connecticut General Assembly. He served in the French and Indian War, commanding 5,000 Connecticut troops, and was integral in the battle of Lake George in 1755 although General Johnson was credited with the victory. After the war, General Lyman went to England in search of acknowledgment for his war endeavors, and to secure land on the Mississippi or Ohio River for himself and fellow officers. Lyman assured Wheelock he would endeavor to incorporate his school into the territory. However, in April of 1769, Lord Dartmouth wrote to Wheelock indicating that General Lyman had excluded the school from his plea; Sir William Johnson had denounced Wheelock for supposedly deterring Indians from ceding their property. In 1774, after 11 years of negotiations, General Lyman finally obtained the grant for the Mississippi and Yazoo lands; nonetheless, Wheelock had already established his school in New Hampshire. In 1775, General Lyman died en route to the newly acquired territory in West Florida.

Baldwin, Ebenezer

Ebenezer Baldwin was born in Norwich, Connecticut, on July 3, 1745, to Captain Ebenezer Baldwin and Bethiah Barker. He attended Yale College, graduating in 1763, and served as a clergyman and tutor there. In this capacity, Baldwin instructed, observed, and examined several of Wheelock’s students. David McClure reports to Wheelock in 1767 that his former Moor’s students are well-liked and excelling at Yale, and specifically mentions Levi Frisbee, whom, he notes, Baldwin advised to study the works of Horace and Homer. Evidently, Baldwin had some say over boarding at Yale; David Avery writes to Wheelock in 1769 that Wheelock’s son John may ask Wheelock to write to Baldwin regarding his boarding status at Yale. Baldwin was supportive and had respect for Wheelock. In 1770, he was ordained as pastor of the First Church of Christ in Danbury, and in 1776, he entered the army as a chaplain. When he fell ill during the Revolutionary War, he returned to Danbury, where he died on October 1, 1776. His brother Simeon Baldwin was a member of the US House of Representatives and a judge.

Johnson, Samuel

Samuel Johnson was a Yale student who, after first traveling to Canajoharie, taught the school at Fort Hunter (the smaller Mohawk town) from October 1766 until at least February 1767, possibly as late as June. Johnson returned to Yale by July 1767. Wheelock may have provided him with some financial support at college up until the end of 1767, when Johnson and Wheelock parted ways. It is possible that Johnson simply decided he did not want to be an Indian missionary, and, thus, withdrew from Wheelock’s support. It is more likely that the pair split over Wheelock’s treatment of his students. Johnson’s last letter to Wheelock expressed his opposition to Wheelock’s plan to pull Avery and McClure out of college for missions (767667.5); Johnson may have feared he would meet the same fate. Four years later, he wrote to Samuel Kirkland about Wheelock’s mistreatment of Crosby, whom Wheelock expelled from Dartmouth, and David Avery, whom Wheelock required to repay large portions of his tuition because his health prevented him from serving as a missionary. Johnson graduated from Yale in 1769, was ordained the same year, and served as a minister at New Lebanon, New York and West Stockbridge, Massachusetts. In 1780, he converted to the Shaker faith, along with his wife, their children, and much of his former New Lebanon Congregation.

Document Summary

People identified in this document:

id Text in document Role in header Authorized Name
pers0036.ocp the Doctor recipient Wheelock, Eleazar
pers0084.ocp Bird mentioned Bird
pers0377.ocp M r Mr. Mitchel mentioned Mitchel
pers0036.ocp the Doctor recipient Wheelock, Eleazar
pers0344.ocp Gen. l Gen. Lyman mentioned Lyman, Phineas
pers1759.ocp M. r Mr. Baldwin mentioned Baldwin, Ebenezer
pers0879.ocp M. r Mr. Johnſon Johnson mentioned Johnson, Samuel
pers0036.ocp Doctor recipient Wheelock, Eleazar
pers0036.ocp The Doctor recipient Wheelock, Eleazar
pers0368.ocp David M, c Cluer McClure writer McClure, David
pers0036.ocp Doctor Wheelock recipient Wheelock, Eleazar
pers0368.ocp David M. c Cluer McClure writer McClure, David
pers0036.ocp Doctor Eleazar Wheelock recipient Wheelock, Eleazar
pers0325.ocp M. r Mr. Leonard mentioned Leonard

Places identified in this document:

id Text in document Authorized Name
place0049.ocp Connecticut Hall Connecticut-Hall
place0088.ocp Government on the Ohio Government on the Ohio
place0178.ocp the Ohio Ohio River
place0122.ocp Lebanon Lebanon

Organizations identified in this document:

id Text in document Authorized Name
org0098.ocp the School Moor’s Indian Charity School

Dates identified in this document:

Standard Form Text
1767-12-17 Dec.r December 17th 1767
1767-12-17 Dec.r December 17th 1767

Regularized text:

Type Original Regularized
variation 17th
variation Epestle epistle
modernization ſincearest sincerest
modernization Expreſsions expressions
modernization uſu‐
variation Agreable agreeable
modernization Reſpects respects
modernization Meſsrs Messrs.
modernization Whitleſy Whitlesy
modernization Mr Mr.
variation Disign design
variation enquired inquired
modernization ſhort short
modernization expreſsed expressed
modernization Deſire desire
variation Continuence continuance
modernization Proſperity prosperity
modernization ſuch such
modernization ſurpriſing surprising
modernization Succeſs success
modernization ſhould should
modernization ſorrey sorry
modernization Gen.l Gen.
modernization Reaſon reason
modernization M.r Mr.
variation hapned happened
modernization Re‐
modernization ſatiſfied satisfied
variation Proficiancy proficiency
modernization Happyneſs happiness
modernization poſeably possibly
variation thro through
variation cheifly chiefly
modernization Philoſophy philosophy
modernization pleaſing pleasing
modernization ſtanding standing
modernization claſsical classical
modernization uſeful useful
modernization meaſure measure
variation attaind attained
variation every thing everything
modernization Johnſon Johnson
modernization Converſe converse
modernization Wiſe wise
modernization alaſs alas
modernization unprepairedneſs unpreparedness
modernization neceſsary necessary
modernization ſensible sensible
modernization ſome some
variation Priviledges privileges
modernization Senſe sense
modernization Thoſe Those
variation Leterature literature
modernization perſuit pursuit
variation agreable agreeable
modernization Aſpect aspect
modernization forgivneſs forgiveness
modernization ſubscribe subscribe
modernization my‐
modernization M,cCluer McClure
modernization Rev.d Rev.
modernization M.cCluer McClure
modernization 17th

Expanded abbreviations:

Abbreviation Expansion
Dec.r December
& and
unfiegn'd unfeigned
desir'd desired
thoro'ly thoroughly
propos'd proposed
rejoic'd rejoiced
arriv'd arrived
employ'd employed
attain'd attained
obtain'd obtained
prepair'd prepared
shou'd should
distinguish'd distinguished
Dec.r December
p.r per

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 23)
Number of people/places/organizations with unknown keys: 0 (out of 32)
Number of "add" tags with unknown 'place' attributes: 0 (out of 2)
Mixed case attribute values in header (potential error): 0 (out of 112)
HomeDavid McClure, letter, to Eleazar Wheelock, 1767 December 17
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