USA > Mississippi > Encyclopedia of Mississippi History Comprising Sketches of Counties, Towns, Events, Institutions and Persons, Vol. II > Part 73
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Cato West, Thomas M. Green, John Burnet, Thomas Calvit, Henry Hunter and James Hoggett, were the names of the mem- bers called to meet in September, 1800. Anthony Hutchins and
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Sutton Bankes seem to have been elected, but the governor ques- tioned their right to seats, on the ground that they were not citi- zens of three years' standing. The house solicited the opinion of the judges on the subject of Hutchins. Washington county's elec- tion was too late to make McGrew's title to a seat acceptable to the legislature. William Dunbar, who had been a candidate in Adams county, declined to make a contest on the ground of dis- qualification of his opponents, as he was himself also disqualified under the citizenship requirement. He retired from the offices in which he had been serving the public.
The governor evidently made attempts to be conciliatory, but probably destroyed the effects of this by his effort to contest the election. There was a general disagreement between the gover- nor and representatives, illustrated by a handbill addressed to the people by the latter, signed unanimously, in November, and a vig- orous reply by the governor, which seems to relate to the election of Narsworthy Hunter as delegate to congress.
A movement was put on foot for a suspension of the act of con- gress. On account of the restrictions upon voters by the ordi- nance of 1787, the total vote in Adams county was only 142, in Pickering 92 and in Washington ?2. This indicated an unfair apportionment. Besides, as Sargent wrote, Men of character and property, professional and commercial men, were denied suffrage. "Englishmen, Spaniards and apostacized Americans, it is morti- fyingly believed, are with a few exceptions the only persons en- titled to this privilege."
The grand jury of Adams county in November, Benjamin Far- rar, J. Pannele, Robert More, William Dunbar, jr., M. Stackpole, William Lewis, Nathan Swayze, Solomon Hopkins, Jeremiah Routh, Elias Fisher, Samuel Larms, Richard Swayze, recom- mended the suspension of the act of congress because it imposed a great expense upon a country already overburdened. Consequently a memorial to congress, to that effect, was circulated and signed by more than 400 inhabitants. (See Memorial of 1800.)
When the news of the election and inauguration of President Jefferson had reached Natchez, Sargent, early in April, 1801, ap- plied for leave of absence, as had been promised him when the government should be organized. Before taking his leave he was the recipient of appreciative addresses from the territorial judges, secretary and "most of the principal inhabitants." and from Lieut .- Col. Gaither, officers of the army at Fort Adams, and the gentle- men of their vicinity. In his response to the latter the governor. speaking with more than ordinary feeling, said: "The hosanna of the multitude has in no country been my lot, nor indeed has it ever been my desire ; but I had fondly hoped that, in a community of so much urbanity and politeness, my well meant endeavors should at least have shielded me from the cross." He sailed by way of New Orleans, reached Boston in May, and visited Presi- dent Jefferson on the 30th of that month : but the appointment had already been made out to congressman W. C. C. Claiborne, though
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not yet announced. A letter from the department of state, June 16, advised him that the law provided that the secretary was au- thorized to act as governor only in cases of his death, removal, resignation or necessary absence, and inasmuch as his term ex- pired May 7, an emergency existed demanding an immediate appointment. "The various, and some of them delicate considera- tions, which at present mingle themselves with the designation of the individual for this purpose, have rendered it expedient, in the judgment of the president, that the station should be filled by an- other than yourself, whose administration, with whatever meritor- ious intentions conducted, has not been so fortunate as to secure the general harmony, and the mutual attachment between the people and the public functionaries, so particularly necessary for the prosperity and happiness of an infant establishment. In com- municating this determination, I have the pleasure to be authorized by the president, to add, that he wishes it to be understood, as not conveying any definitive opinion whatever with respect to your official or personal conduct, which might wound your feelings, or throw a blot on your character. With great respect and esteem, I have the honor to be, Sir, your most obedient servant, James Madison."
Sartinville, a post-hamlet in the northeastern part of Pike county, about 22 miles from Magnolia, the county seat. Population in 1900, 32.
Satartia, a village of Yazoo county, situated on the Yazoo river, 20 miles southwest of Yazoo City, the county seat and the nearest banking town. It is 32 miles northeast of Vicksburg. It has a money order postoffice. Population in 1900, 146; population in 1906 was about 200. It has several good general stores, churches, a Masonic lodge, and excellent schools.
Saucier, a post-hamlet in the central part of Harrison county, on the Gulf & Ship Island R. R., 18 miles north of Gulfport. Mc- Henry is the nearest banking town. It has a money order postoffice and express office. Population in 1900, 110; estimated at 200 in 1906.
Saukum, a post-hamlet in the northeastern part of Wilkinson county, 14 miles from Woodville, the county seat. Population in 1900, 20.
Saulsbury, a post-hamlet in the western part of Lawrence county, about 10 miles southwest of Monticello, the county seat. Popula- tion in 1900, 25.
Sauvolle. M. de Sauvolle de la Villantray, poet, orator and sol- dier, was one of the most accomplished officers that ever went to Louisiana. Of high birth and fortune, he preferred a life of activ- ity to one of ease, and when he learned that M. d'Iberville was about to sail to Louisiana, he asked permission to join the expedi- tion. When d'Iberville had established his colony at Biloxi and protected them with a fort, he left for France in May, 1699, and appointed Sauvolle and Bienville his lieutenants during his ab- sence ; the first to command the fort, and the other as superintend- ent of the colony. When d'Iberville returned from France to the
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Mississippi in January, 1900, he brought commissions for the offi- cers of the colony. Sauvolle was made governor, Bienville lieu- tenant and Boisbriant major. During the administration of Gov. Sauvolle, he was chiefly engaged in carrying out the instructions of d'Iberville with reference to the exploration of the Mississippi, and other streams of the surrounding country, and in perfecting friendly relations with the several Indian tribes, such as the Biloxis, Moctobis, Pascagoulas, Baiagoulas. He sent an expedition over- land to the Natchez to ascertain its distance from Biloxi, and the character of the intervening country. They reported they had found one river four days journey from the fort, which they be- lieved to be the Colapissas (Pearl) ; that the country of the Natchez was a beautiful region and that it was 50 leagues from here. In regard to pearls he writes that he had never actually seen any, but had been informed there were a great many in the Colapissas river. It was during his administration as governor that Bienville saw, at what has since been called the "English Turn," a small English vessel carrying 16 guns and commanded by Captain Barr, and induced the Englishman to return to the Gulf, either by per- suading him that the French were already well established on the Mississippi, or by the impudent assertion that the river was not the Mississippi at all, and the river he sought lay farther to the west. Governor Sauvolle has left us a narrative of great interest in his Historical Journal, because it gives the details of what took place when the first colony on Mississippi soil was established. His career in the new world was short and brilliant. August 21, 1701, he succumbed to the malignant fever which had devastated the ranks of the new colony, and was succeeded by the young Bien- ville.
There is no evidence from the letters or journal of M. de Sau- volle de la Villantray, that he was a brother of d'Iberville and Bienville, though often so stated by American historians. (See His. Coll. of La., p. 111, second series.) The same fact may be inferred from d'Iberville's letter of July 3, 1699, to Le Compte de Pontchartrain, wherein he says: "I left M. de Sauvol, naval ensign, in command, who is a man of merit, and capable of fulfilling his duty ; my brother, De Bienville, as King's Lieutenant, the Sieur Levasseur, a Canadian, as Major, with M. de Bordenac, the Chap- lain of the Badine, and eighty men as garrison."
Savage, a postoffice of Tunica county, on the Coldwater river, and a station on the Yazoo & Mississippi Valley R. R., 12 miles southeast of Tunica, the county seat and nearest banking town.
Savoy, a hamlet in the southern part of Lauderdale county, on the New Orleans & North Eastern R. R., 8 miles south of Meridian. The postoffice at this place was recently discontinued and mail now goes to Sterling.
Saw, a postoffice of Neshoba county, 8 miles west of Philadelphia, the county seat.
Sayle, a postoffice of Yalobusha county.
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Schlater, a village of Leflore county, on the Tallahatchie branch of the Southern Ry., 1 mile east of the old town of McNutt, and 12 miles northwest of Greenwood, the county seat. It has a money order postoffice, and two banks. Population in 1900, 100.
Schley, a postoffice of Simpson county, about 16 miles southwest of Mendenhall.
School System, Public. The land act of Congress of 1803 re- served from sale section No. 16 in every township of thirty-six sections, for the support of schools. Under this law there "might have been" now available to rent for the support of common schools, 835,000 acres of land. But most of this area was long ago leased for 99 years, for petty sums soon spent, and 174,500 acres were sold and the proceeds put in a fund which was used by the State, and on which the State yet pays interest, and has paid millions. (See Sixteenth Sections and Chickasaw School Fund.) Congress, in the same act, donated 36 sections, or 23,040 acres, for the endowment of Jefferson college, also some land at Nat- chez. In 1815 there was a further donation of thirty-six sections, renewed in 1819, for the support of "a seminary of learning." This was the beginning of the Seminary fund (q. v.). Many years later there was another donation to endow an Agricultural college, which also became a State debt, instead of a source of revenue. The first State legislation, in 1818, authorized the justices of the county courts in each county, "to take charge of the lands given by the United States to the State of Mississippi," and provide for the erection of one or more schools, etc. For subsequent legisla- tion, see Sixteenth Sections. One famous school was founded, Franklin academy, at Columbus, in 1821. As to the status of edu- cation in the early days of the State. Governor Poindexter's mes- sage of 1821 is direct testimony. He had collected information from every county, and reported: "There is scarcely a seminary of learning among us worthy of the name; perhaps not one. The rudiments of the English language are taught in a few private schools dispersed over a wide extent of country, and even these meet with poor encouragement, and are often conducted by in- competent teachers. Jefferson college, which has been so richly endowed by the general government, and on which our liberality has been so freely bestowed, is comparatively an empty dome with pensioned preceptors." He recommended the legislature to cre- ate "a Literary Fund, to be raised by a moderate county tax annually," with three commissioners in each county to educate poor orphan children and care for the fund, so that it might ac- cumulate to a permanent capital for the maintenance of schools.
Accordingly the act of November 26, 1821, evidently written by Poindexter, created the Literary Fund, which was to receive "all escheats, confiscations, forfeitures, and all personal property accru- ing to the State as derelict," all fines not otherwise appropriated, and unclaimed estates. A State tax equal to one-sixth of the gen- eral levy, was imposed, and taxes against non-residents were ap- propriated to the fund. The governor and certain other State
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officers, presiding judge of the supreme court, chancellor, and three appointees, were to be incorporated as "President and Di- rectors of the Literary Fund." They could appoint an agent in each county, and five school commissioners. They were to send a committee once a year to inspect all educational institutions, and. see that teachers in seminaries were qualified to teach the Greek and Latin languages. Above all it was their duty to "im- press on the minds of the children and youth committed to their care and instruction, the principles of piety, justice and a sacred regard to truth, love to their country, humanity and universal benevolence, sobriety, industry and frugality, chastity, modera- tion and temperance, and those other virtues which are the orna- ment of human society and the basis upon which the republican constitution is structured."
"Thus Mississippi stands foremost in the South and West, in this truly munificent design," said a contemporary newspaper. But the law seems to have been unpopular, as the tax of 6 per cent. was repealed and the money collected refunded to the coun- ties, by the legislature of January, 1823. The literary fund and its agents, and the township trustees of the school lands were sep- arate and distinct. The school land fund has always been a local affair, occasionally subject to special legislation, in individual cases.
White Turpin, treasurer of Jefferson college, was appointed escheator-general of the State in 1823, but Governor Brandon re- ported in 1827 that the duties of the office, the collection of escheats, had been entirely neglected except in the officer's home county. The Literary fund amounted to $8,844 in 1826, mostly loaned out at 10 per cent. On the suggestion of Governor Bran- don, the investment of the fund was ordered to be made in 120 shares of stock in the Bank of Mississippi. At the close of 1830, $30,000 had been invested in bank stock, and with a tax of one- tenth in operation, it was estimated that in two years a distribu- tion of dividends could be made.
In 1829, by authority of the legislature, Governor Brandon ap- pointed Peter A. Van Dorn, William Dowsing and James Y. Mc- Nabb as "agents to inquire into all the means and resources of this State which may or can be applied to the purposes of a gen- eral system of education suited to the various .local interests of the citizens." Their report was submitted to a com- mittee of the House in 1830. Walter W. New, chairman, which reported full approval of the views of the agents of the supreme importance of primary schools, in order "to lessen the wide gap between the educated and the ignorant, and as placing it in the power of all to become acquainted with and consequently to appreciate the rights, privileges and blessings of an American citi- zen." But the committee could not approve the plan of appro- priating all the balance in the treasury to a school fund; instead "this legislature cannot adopt a wiser or more salutary policy. than to revive the Literary Fund law, as laying a better foundation
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. than any system which has been proposed or which has suggested itself." Later in the same year, the governor again noted the revival of education. Private schools and academies were springing up in every county.
In 1833 the Literary fund amounted to $50,000 in Planters Bank stock, and an apportionment of the same among the counties that had contributed to it, was made, the fund to remain a part of the funded stock of the bank. Investments in the same stock were continued. Acting-Governor Quitman, in his message of 1836, said :
"In monarchical governments, the heir to the throne is edu- cated at the public expense. Why should not the same care be taken in republics to communicate at least the elements of knowl- edge to those who are to become the rulers of their destinies.
The means of a plain practical education should be ex- tended to every free child in the country, cost what it may.
I recommend to the legislature the adoption, as early as possible, of an effective Common School System. Until the estab- lishment of a general system of common school education, it would be but vain ostentation in the State to build up seminaries for in- struction in the higher branches of learning."
J. H. Ingraham wrote in 1835: "The education of young chil- dren on plantations is much neglected. Many boys and girls, whose parents reside five or ten miles from any town or academy, and do not employ tutors, grow up to the age of eight or ten, un- able either to read or write. . Two-thirds of the planters' children of this State are educated out of it. There is annually a larger sum carried out of the State, for the education of children at the north, and in the expenses of parents in making them yearly visits there, than would be sufficient to endow an institution.
Their own institutions are neglected and soon fall into decay."
The auditor reported in 1836 that the literary and seminary funds had been invested in over one thousand shares of Planters bank stock, which could be disposed of for more than $100,000. The Literary fund came to an end in the collapse of the bank, and the act of 1839, which appropriated fines and forfeitures in the several counties, to certain academies therein. See Academies and Col- leges.
The census of 1840 showed 8,273 pupils in the 396 primary and common schools, 2,480 in the 71 academies, and 454 in the 8 col- leges. The Pray code (never adopted) provided for an annual school tax. "I consider this tax essential to the establishment of the system," said Governor McNutt in 1840. "Those who enjoy the protection of the laws are bound to contribute their share of the expenses necessary to their enforcement. The State is bound. by the highest obligations of duty and patriotism, to educate all her children. The legislature that establishes a system of free schools, where every child, rich and poor, can obtain knowl-
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edge at the same fountain, free of charge, will be immortalized in the annals of the State."
Governor Tucker gave a great part of his last message, 1844, to discussion of this subject. He suggested the propriety of alter- ing "the system (if it can be called a system as it now exists in this state) and of remedying the crying evil of neglecting the edu- cation of the youth of the State." He recommended the estab- lishing of a free primary school in each township, for at least six months in the year, to be supported by the school land fund and taxation. He pleaded with great earnestness for the favorable con- sideration of his plan, which was a wise and practical one. Gov. A. G. Brown made the promotion of common schools one of the main efforts of his administration, beginning in 1844, and at his instance Judge James S. B. Thatcher, who had been reared in Boston, devised a scheme of popular education which was pub- lished throughout the State in the fall of 1845. The subject was discussed upon the stump, both parties demanding a school sys- tem, but differing somewhat in the method of support. The legis- lature responded in 1846 with "An act to establish a System of Common Schools," which provided for a board of five school com- missioners in each county, to license teachers and have charge of schools, lease the school lands and have charge of the school fund in each county, which fund should include a special tax not to ex- ceed the State tax, for common school purposes, also all fines, forfeitures, liquor and other licenses. The secretary of state was made ex-officio General School Commissioner of the State. But there was added to the clause permitting a special tax a proviso that the consent of the majority of resident heads of families in each township should be given in writing before the tax could be levied. This destroyed the efficacy of the law as the establishment of a general policy. In his message of 1848, Governor Brown asked the legislature to immediately repeal the law and adopt one more in accordance with his recommendations. He also alluded to the necessity of a State normal school. The legislature found it im- possible to require a local tax in all counties. For Hinds and six other counties a law was enacted providing for a county superin- tendent and a local tax of one-fourth of the general State tax. An act repealing the consent proviso of the law of 1846 was passed with an amendment making it apply only to Clark, Jasper, Lau- derdale, Harrison, Hancock and Copiah. Marshall, Adams, Chick- asaw, Lafayette and Tippah were given a sort of "pauper" school system. As for Lowndes, and fifteen other counties, the law of 1846 was repealed and former laws revived. "The educational movement of that period is a curious study. The carping criticism and the generous indulgence, the pessimistic forecasting and the wide-eyed faith, the short-sighted temporizing and the far-reaching provision, all were most strikingly exhibited; but the universal innocence among both foes and friends of all just conception of the cost of the movement in dollars and cents is wonderful." (Edward Mayes.)
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In 1830 Governor Matthews, in transmitting the report of the secretary of state, ex-officio general school commissioner, said, "It will be perceived that the results of the common school system adopted by the legislature of 1846, if not a total failure, has fallen far short of the expectations of its friends. . . . If we intend to perform our duty to ourselves, to our country, and to posterity, we must abandon a half-way, temporizing policy; and I recom- mend to supply any deficit that may be required to carry out a general system of common school education, a tax upon the persons and property of all the citizens of the State."
Again at the session of 1850 special acts were passed for a large number of counties, the general effect of which was to destroy the system. It was practically impossible to tell what the school law of the State was, if such a thing could be said to be. In 1850 and 1851 the secretary of state received reports from only three coun- ties. Yet this was an important point in the scheme of the law of 1846. In this way the public school system ran on until the war brought a hiatus in social organization. The legislature of 1859-60 passed no less than twenty-six local acts regarding edu- cation. Yet in some places, perhaps in many, where public senti- ment supported the schools, they were doing good work, and the special legislation showed interest, at least.
In 1860 there were 1,116 public schools in Mississippi, attended by 30,970 pupils, according to the statement of Joseph Bardwell, state superintendent in 1876.
The war of 1861-65 was an interregnum in education as in other civil functions. When peace returned the number of children de- manding education was more than doubled by the emancipation of the negro race. Having launched this race into citizenship, the Northern people and the United States government attempted to provide extraordinary facilities for its education, old and young alike. The movement began with a school at Corinth soon after the Union occupation in 1862. "The American Missionary society, the Freedmen's Aid society, and the Society of Friends had estab- lished schools about Vicksburg before the close of the war. Upon the organization of the Freedmen's bureau, a more systematic and comprehensive plan of negro education was undertaken. Joseph Warren, chaplain of a negro regiment, was appointed superintend- ent of freedmen's schools for the State at large. These schools were under military supervision, and benevolent associations sup- plied them with books, and in many cases furnished clothing to the students." (Garner.) At the close of the war there were such educational institutions, with 60 teachers, and about 4,500 students, about Vicksburg and Natchez and at the Davis Bend colony. By 1869 there were 81 negro schools in the State, with 105 teachers, 40 of whom were colored, and a normal school for their instruc- tion.
The tendency of the reconstruction period was, of course, to bring into existence such a system of public education as had been evolved by experience in the white-settled States of the West.
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There was a meeting of the teachers of the State in Jackson, Janu- ary 17, 1867, that recommended a "uniform system" of education, and normal schools for the preparation of colored teachers for their own race. The constitutional convention of 1868 met this demand by adopting an article of ten sections, a complete State system in outline, which should forever put an end to the system of local neglect. (See Constitution of 1869.)
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