The quickening of an interest in science among the upper classes proved to be the awakening of some of the younger generation to the desirableness of a broader education than the priests ever thought of giving. The first mention of a school as a proposed department of the mission occurs as an entry in the journal on the first anniversary of the arrival in Siam, when the doctor records briefly: “Plans for interesting and instructing the young Siamese were discussed.” Looking back over the course of affairs it is apparent that the embryo of the mission school was the receiving of some children into the homes of the missionaries to be taught, while assisting in house work. As early as 1848 Mrs. Mattoon, with an eagerness to do something to elevate the condition of child-life, succeeded in obtaining two girls for this purpose, one of whom she named Nancy, after her own mother, and one Abby, after the mother of Dr. House. Later another was added, whom she named Esther. In the next year Dr. House had apprenticed to him a Chinese lad of thirteen named Ati, the nephew of his Hainanese laundryman. The boy was bound for a period of three years, during which he was to act as a house servant in return for instruction in English. As a matter of fact this boy remained in connection with the mission for a much longer period. The part played by these children was not simply a demonstration of their capacity for a Western education but, even more importantly, they formed a nucleus around which to organise a formal school later. Until time was ripe for such an undertaking the missionaries could only try in the most experimental way to develop interest in education among the common people with whom they came into more intimate contact. Although Dr. House fitted himself for the medical profession, he found that by taste and aptitude he was essentially a teacher. His fixed purpose was to impart to the Siamese the Christian truth about God and about salvation, confident that this truth would awaken the sleeping conscience. His discontent with his profession was to a large extent because it hindered him from the more direct propagation of the Gospel. Observation early disclosed to him, what other educators had discerned elsewhere, that the chief obstacle to the consideration of the spiritual message of Christianity was the false cosmogony as held by the people.