Killer Colt (3 page)

Beyond their importance to their brothers, little is known about the two young women. Margaret, the firstborn of the Colt children, was described by an acquaintance as a warm and loving spirit who took simple joy in the “pleasant things” of “this beautiful world.” The same observer recalled Sarah Ann as a pretty young girl “with profuse flaxen hair, clear blue eyes, and sweet smile” who “affectionately depended” on her older sister.
⁷
Apart from this testimony, verifiable facts about the sisters are scant. One salient detail of their early lives, however, is part of the historical record. In 1814, at the respective ages of eight and six, Margaret and Sarah Ann were enrolled in an unusually progressive private school run by their neighbor, Lydia Howard Huntley.

In later years, Lydia Huntley Sigourney (as she was known following her marriage) would achieve national fame as an author. Wildly prolific, she would publish sixty-seven volumes before her death in 1865. Some were novels, some memoirs, some histories and biographies. Her reputation, however, rested primarily on her poetry.

Dubbed the “Sweet Singer of Hartford,” she poured out an endless stream of popular verse, most of which consisted of cloyingly sentimental tributes to the newly deceased. Of the nearly one hundred pieces collected in her 1822
Poems
, for example, more than half are mawkish elegies with titles like “The Dying Mother’s Prayer,” “Anniversary of the Death of an Aged Friend,” “Babe Bereaved of Its Mother,” “Voice from the Grave of a Sunday-School Teacher,” and “Death of a Young Lady at the Retreat for the Insane.” In an age that made a fetish of bereavement and mourning, however, it was precisely Mrs. Sigourney’s morbid preoccupations, rendered in verse and drenched in a saccharine piety, that made her so widely beloved—the country’s best-selling poet before Henry Wadsworth Longfellow.
⁸

Though she began writing poetry at a precocious age, her earliest ambition was to keep a school. Her childhood reveries (as Sigourney writes in her autobiography) were replete with “vivid pencillings of the delight, dignity,
and glory of a schoolteacher.” During her playtime, she would arrange her “dolls in various classes, instructing them not only in the scanty knowledge I had myself attained, but boldly exhorting and lecturing them on the higher moral duties.”
⁹

She first got a chance to realize her dream in 1811, when she and a friend started a seminary for young girls in Norwich. Three years later, at the behest of her acquaintance Daniel Wadsworth—the wealthy Hartford arts patron who would go on to found the Wadsworth Atheneum—she established a new private school for the daughters of his well-to-do friends. The inaugural class was limited to fifteen pupils, a number that was eventually enlarged to twenty-five. Among the members of this “select circle of young ladies” were Margaret and Sarah Ann Colt.

In contrast to other teachers of her era—who believed that girls should be schooled solely in such “womanly arts” as needlework and watercolors—Sigourney had little use for the “ornamental branches.” Her stated pedagogical goal was the cultivation of both the intellect and “moral nature” through “rational education.” To that end, she devoted each hour of the school day to one of the “simple, solid branches of culture”: history, geography, rhetoric, grammar, arithmetic, orthography, and natural and moral philosophy.

To refine their diction, she had her pupils recite “select passages of poetry,” devoting “much attention to the meaning of the sentences” so that they might make “the spirit of the author their own” and thus “more accurately interpret his style.” To assist them in developing rigorous habits of mind, she frequently quizzed them on the dates of significant world events: “In what year of the world did the ark rest upon Mount Ararat? Who was called, 1,921 years before the Christian era, to go forth alone from his people and his father’s house? Who was Queen of Assyria, and who the Judge of Israel, when Troy was destroyed, 1,184 years before Christ?”
¹⁰

Sigourney also placed great emphasis on the acquisition of “clear and precise penmanship.” Each girl was given a blank book with marble-paper covers and “long foolscap pages” and required to make daily entries in their finest handwriting.

Two of these notebooks—one belonging to Margaret Colt, the other to her younger sister, Sarah—still survive.
¹¹
Margaret’s is distinguished by a bold, exuberant script and pages that are illustrated with bright floral designs.
By contrast, Sarah’s notebook is written in a cramped, tightly controlled hand and is utterly devoid of decoration. To a startling extent, moreover, it consists of transcriptions of exceptionally death-haunted poems: “The Orphan,” “The Loss of Friends,” “The Grave: A Poem.” This is perhaps unsurprising, given her teacher’s own morbid inclinations. Even so, there is something unsettling about the little girl’s funereal tastes. And in view of the calamities that were about to befall the Colt family, it is hard not to read a number of her selections—“Death of an Affectionate Mother,” “The Beautiful Burial Plot,” “Consumption” (“There is sweetness in woman’s decay, / When the light of beauty is fading away”)—as sadly prophetic.

A
n epitome of the risk-taking, entrepreneurial spirit of his age, Christopher Colt had, by dint of his “innate ability, hard work … and sheer willpower,” made a swift rise to wealth and local eminence.
¹
A successful importer and retailer of assorted merchandise, from dry goods and glassware to cutlery and crockery, he had also opened a thriving distillery with his father-in-law. By 1818, Christopher held a number of positions in local institutions, serving, among other offices, as treasurer of the Hartford County Agricultural Society and as a trustee of the Society for Savings, the first savings bank in the state.
²

One of the vice presidents of the latter was the prosperous hardware merchant Charles Sigourney. In 1819 the recently widowed Sigourney, having been introduced to Lydia Howard Huntley by their mutual friend Daniel Wadsworth, declared his feelings for her in a letter “of touching eloquence and the fairest chirography.” Though the twenty-eight-year-old poetess had, by then, resigned herself to spinsterhood—to the untroubled existence, as she put it, of “a quiet school-dame … addicted to maiden meditations”—she accepted his proposal. Retiring from teaching, she moved into her husband’s splendid hilltop home and took up the life of a prosperous housekeeper, supervising the three female servants while herself performing a variety of domestic tasks, including the keeping of the household accounts. She also served as hostess to the frequent “pleasant parties of friends … for whom it was our rule to make ice-cream and other varieties of refreshments within our own premises.”
³

Christopher and Sarah Colt were among the regular guests at these
gatherings. Evoking those early halcyon days of her marriage in her posthumously published autobiography,
Letters of Life
, Lydia Sigourney recalled the Colts as “the handsomest couple” in their neighborhood: he “a gentleman of fine form and countenance and amiable manners,” his wife “a model of dignified beauty.” Their home, opposite to the Sigourneys’ own splendid “hill-residence,” was “a spacious and pleasant mansion.”

Having ascended to the upper ranks of Hartford society, Christopher Colt was determined to give his eldest boy an education befitting the son of a gentleman. Accordingly, in 1819, nine-year-old John was sent to Hopkins Academy in his father’s hometown, Hadley, Massachusetts.

Housed in a fine three-story brick building erected in 1817 at the then substantial cost of nearly five thousand dollars, the school featured two classrooms on the ground floor and, on the second, five additional rooms “used for recitations and to contain scientific apparatus and the beginning of a library.” The third floor consisted entirely of a spacious gallery known as Academy Hall. There, on a stage raised four feet above the floor, “embryo orators spouted poetry and read compositions at the afternoon rhetorical exercises, debates were held on abstruse subjects, exhibitions were given, lecturers spoke words of wisdom, and diplomas were awarded to those who had attained ‘ripeness and dexterity’ in all sorts of learning.” Tuition at the academy—which, under the preceptorship of the Reverend Daniel Huntington, placed heavy emphasis on the knowledge of Latin and Greek—was three dollars per quarter, plus an additional dollar and a half a week for board, “including room rent and washing.”
⁴

Besides a sound education, John’s parents evidently hoped that their unruly son would derive other benefits from his time at Hopkins Academy. The former pastor of the Congregational Church in North Bridgewater, the Reverend Mr. Huntington was reputed to be a strict disciplinarian who brooked no frivolity in his charges. Surely a course of study under this “grave master” would help tame John’s “volatile spirit.” Their hopes were quickly dashed.

Bridling at the constraints of an institution that, according to its bylaws, demanded complete “subjection” to its “authority and government,” John devoted himself largely to troublemaking. The threat of public “degradation”—the prescribed punishment for misbehavior—only seemed to incite him to even more flagrant acts of rebelliousness.
⁵
He became, in the words of an
early biographer, “the ringleader of all mischief.” Utterly indifferent to the study of dead languages, John sought to excel not in his schoolwork but “at swimming, skating, horseracing, hunting, and fishing.”
⁶

After one year, his father withdrew him from the academy. Besides the evident futility of subjecting the boy to a classical education, another consideration entered into the decision. Even the modest expense of less than eighty dollars per annum had suddenly become prohibitive for Christopher Colt.
⁷
Like millions of his countrymen, he had suffered a precipitous reversal of fortune.

•   •   •

In the immediate aftermath of the War of 1812, the United States experienced a period of unprecedented economic expansion, a heady era of booming commerce, soaring land values, and rampant speculation. Five years after the end of hostilities, however, the economy crashed. Exactly what caused the panic of 1819—the first such crisis in the nation’s history—is still a subject of debate among scholars. Its devastating consequences, however, are beyond dispute. Banks failed, property values plunged, jobs evaporated, the ranks of paupers swelled at an alarming rate. Times were so hard that, according to one contemporary newspaper report, desperate young men turned to robbery not to profit from the loot but to get thrown into prison, where they could at least be assured of regular meals and a roof over their heads. All together, an estimated three million people—roughly one-third the population—were adversely affected.
⁸
Among that staggering number was the family of Christopher C. Colt.

Sam Colt was only six years old when his father went bankrupt. He was playing under the piano in the front parlor when Christopher came in and informed his wife that he had “lost the bulk of his property.” Though the news had dire implications for herself, Sarah’s first thoughts were for her children. “My poor little ones!” she cried, wringing her hands as her “eyes dimmed with tears.” It was a memory that would haunt Sam for the rest of his life.
⁹

In the midst of this family crisis, John, back home from the Hopkins Academy, was still finding ways to make trouble. Somewhere around this time—the exact date is unclear—he and a friend decided to take revenge on a neighbor who had caught them stealing apples from his orchard and
had administered a severe whipping to John’s friend. The neighbor, a surly old farmer and veteran of the Continental army, owned a prize horse that he rode proudly on militia muster days. Not long after the incident in the apple orchard, John and his friend set about collecting “a vast supply” of burdock burrs. They then snuck into the animal’s pen and pelted it with the burrs until its tail and mane were hopelessly ensnarled. Unable to comb out the burrs, the farmer was forced to shear off the hair, making the horse too unsightly to ride in the next parade. That John and his friend carried their vengeance to such an extreme—“even to the persecution of an innocent horse,” as one outraged commentator wrote—inspired widespread indignation in the community.
¹⁰

It was shortly after this episode that John was sent to live with an uncle, a farmer in Burlington, Vermont. While his year under the stern discipline of the Reverend Mr. Huntington had done little to improve the boy’s character, the rigors of farm work—the unceasing round of plowing and planting, mowing and hoeing, repairing fences and retrieving strays—had a beneficial effect. The refractory boy blossomed into a responsible man. On one memorable occasion, he was entrusted with a particularly challenging task. A blizzard had left the local roads buried beneath drifts seven feet high. When the storm finally subsided, a group of neighbors turned out to clear the roads. Thirteen oxen were hitched to a snow drag with two horses in the lead. Perceiving “an excellent opportunity of trying what John was made of,” his uncle assigned him the job of riding the foremost sorrel. Though the horse threw him a half dozen times while negotiating a treacherous hill, the boy remained undaunted and acquitted himself “in the best manner.” “John is made of good stuff,” his uncle reported to Christopher soon after this event. “You need not give yourself any uneasiness about him.”
¹¹