On motion of Mr. Manlove, the following resolution was adopted: _Resolved_, That a committee of two be appointed to receive proposals to publish the proceedings of the city council to the third Monday in March next, and also inquire on what terms the city printing can be done, and report to next meeting of this council. The mayor appointed Messrs. Manlove and Bender on said committee. On motion of Mr. Bender, the board adjourned till Thursday evening, August 10, at six o'clock. T.J. RANDOLPH, _Mayor_. No. 37. FREEDMEN'S BUREAU, STATE OF MISSISSIPPI, _Office State Superintendent of Education, Vicksburg, Miss., September_ 28, 1865. General: At the request of Colonel Thomas, I beg your attention to a few considerations touching the turning over of the care of the freedmen in Mississippi to the State authorities, so far as the transfer bears upon the religious and educational privileges of the colored people. Perhaps no one who has been less engaged in caring for the education and the moral interests of these people can fully appreciate the facts that I intend to lay before you, or understand them as having the intensity of meaning that I see in them. I have seen a good deal of the people of Mississippi, and have purposely sounded them as to their feelings with regard to the effort to educate the blacks. The general feeling is that of strong opposition to it. Only one person resident in Mississippi before the rebellion has expressed himself to me as in favor of it, and he did not propose to do anything to aid it; and, to show how much his favor was worth, he said he regretted that he was not able to prevent the negroes from having shouting meetings, and that he would keep them from going off the plantation to meeting now if he could, as he formerly did. Aside from this gentleman, every native Mississippian and Irishman with whom I have conversed opposes the instruction of freedmen. Some disguise their opposition by affected contemptuous disbelief of the negro's capacity. All the facts that we can give them, however rich and suggestive, are received with sneering incredulity and the assurance that they know the negroes better than we do. A little persistence in giving this class of men facts disproving their assertions usually makes them angry, and leads them to declare that if the negroes can learn, the greater the damage that will be done them, for the education will do them no good, and will spoil them. Others take this last-mentioned ground at first, and say that a learned negro is a nuisance; for, while he is ignorant, stupid, and loutish, he may be compelled to labor; but as soon as he comes to know something the white people cannot make so profitable use of him. Some manifest great spite when this subject is mentioned. They say we are trying to make the negro equal with them. Many do not hesitate to say that he ought to be kept uneducated in order that he may not be superior to ignorant white men.