The War Chief of the Six Nations | Page 6

He had lived and communed with white men and had come to know a greatness that was not to be won by following the war-path. He had wielded the tomahawk; he had bivouacked among armed men on the field of battle: now he was eager for the schoolroom. He wished to widen his knowledge and to see the great world that lay beyond the rude haunts of the red men.
Joseph was in this frame of mind when an Indian with the very English name of David Fowler came to Fort Johnson. Fowler was on a long journey from his home by the sea and rode on horseback. He had something to relate, he said, that was of significance for the Indian people. At Lebanon, in the colony of Connecticut, there was an institution for the education of any young redskin who might be able to come, and he had been sent by Doctor Eleazar Wheelock, its principal, to gather recruits. Addressing Sir William Johnson, he asked him if there were among the Six Nations Indians any lads whom he should like to send to the school.
Sir William was not slow to act. Joseph Brant, the pride of Canajoharie Castle, thirsting for knowledge, must surely go. Two other boys, named Negyes and Center, were chosen to accompany him. These were 'three boys,' as Dr Wheelock afterwards wrote, 'who were willing to leave their friends and country, and come among strangers of another language and quite another manner of living, and where, perhaps, none of their nation, then living, 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 promising youth, of a sprightly genius, singular modesty, and a serious turn, I know of none so well calculated to answer my end as he is.'
It was with sad misgivings that Joseph thought of turning his back upon the school, where he had been for scarcely two years; but Smith promised to continue as his teacher when they were together in the Indian country, and to pay him something for his work as an interpreter. This appealed to the young redskin. It appeared that his schooldays were ended in any event, for his people were jealous of his prolonged stay in the lodges of the stranger