As you’re likely in your second or third week of social isolation, you’ve probably done everything you can think of to occupy yourself. You’ve exercised at home, binged all your favorite shows, cleaned and dusted, and reread your favorite books. What else is there to do?
Puzzles!—a longtime mainstay of home-bodied folks. Whether it’s crosswords or word searches, tabletop jigsaw puzzles or drawing games, puzzles can be a welcome pastime. These three stories from Hoosier State Chronicles, our freely-accessible digital repository of nearly a million pages of historic newspapers, will challenge your mind and warm your heart. The first item comes to us from nearly 100 years ago, in the August 28, 1920 issue of the Richmond Palladium and Sun-Telegram. This puzzle, known as “Pencil Twister,” was printed in the Junior Palladium section of the paper, a four-page insert published on Saturdays.
Do you think you can complete the picture? (You can view the answer here.) You would copy the object shown onto a blank piece of paper and then turn it 90-degrees counterclockwise.From there, you would attempt to complete the drawing based on a clue, which for this puzzle is “Can you change Santa into an Apricot Sundae?” I hope that you got it! This drawing puzzle is a bit different than most of your average brain games.
Next up is an inspiring story from the October 29, 1983 issue of the Indianapolis Recorder. It centers on the life of Bertie Miller, a retired nurse’s aide and secretary who devoted her golden years to jigsaw puzzles—using only one hand to complete them. Years before, Miller lost her right hand to an amputation following a stroke, but that didn’t stop her. Her passion for puzzles started around that time, when her friend asked her to help finish one. “By having use of only one hand,” Miller shared, “I didn’t think I would be much help—I looked past my handicap and helped her.” After that, she was hooked. Over the next seven years, she completed roughly 200 jigsaw puzzles, many of which she had framed for display in her room at the Central Healthcare Center where she lived. She even won a blue-ribbon award at the Indianapolis Black Expo for one of her puzzles.
Alongside her jigsaw joys, Miller kept herself busy with distributing mail to her fellow residents at the Central Healthcare Center, playing bingo, chatting with other residents who were room bound, and attending church. She was also a grandmother to seven and great grandmother to another seven, all of whom she would regularly visit with. The Recorder called her a “truly remarkable and independent lady.”
Mary Jane Allen, activity director for the center, remarked on Miller’s love for puzzle craft. “Among Mrs. Miller’s favorite puzzles to work have been The Lord’s Supper, the Changing of the Guards, animals, flowers, antique cars and a large puzzle of kinds of jellybean candies.” Allen also reflected on how this hobby improved Miller’s life for the better. “She has rehabilitated herself with this hobby and is learning to use her good hand,” Allen said. Miller loved sharing her hobby with others; her completed puzzles adorned the walls of the center and were given to fellow residents as gifts. Bertie Miller “hasn’t let her handicap prevent her from living and [bringing] happiness to others,” the Recorder noted. During your time at home, dust off your puzzles and finish one in Bertie’s honor.
Our final story comes from a May 4, 2001 article in the Indianapolis Recorder that also reports on jigsaw puzzles but focuses this time on their educational value. W. Bruce Adams, an entrepreneur who worked as a salesman for iconic game company Parker Brothers, started his own venture creating African American history themed jigsaw puzzles. “I couldn’t believe that 10 years after I left Parker Brothers there were still no puzzles with African-American themed images on them,” he said. This inspired Adams to develop his own line of African American themed puzzles. “I looked all over and couldn’t find any,” he remembered. “I said ‘this is a perfect opportunity for me to start a business, doing something no one else is doing.’”
Adams’s passion for culturally-relevant products may have started when he worked as an intern for the trailblazing congresswoman and presidential candidate, Shirley Chisholm. Realizing law wasn’t for him during his work with Chisholm, Adams found his calling in sales and worked for Parker Brothers, as well as Gabriel Toys and Bristol-Myers. It was at Parker Brothers that he first discovered there were no African American themed games, so he started developing prototypes in his spare time that he sold at flea markets, yard sales, and trade fairs.
Adams began his own game company around 1998, with his first two puzzles centered around African American history. The first, “Portrait of African American History,” highlighted important figures such as Harriet Tubman, Frederick Douglass, and Dr. Martin Luther King, Jr. The puzzle “The Dream, Martin Luther King, Jr.” focused exclusively on the civil rights leader and orator. Later, he created puzzles focusing on Kwanzaa and Kenyan culture. Adams developed these puzzles and others with African American artists, such as Brenda Joysmith, Synthia St. James, Charles Bibbs, and Paul Goodnight. His roster grew to 20 puzzles by 2001.
Customers at flea markets and trade shows were thrilled with Adams’s puzzles, citing their educational value. Adams recalled:
When I was doing flea markets, African American parents would always come up to me and ask, ‘Do you have any African-American educational puzzles?’ Puzzles are very educational because they teach eye hand coordination skills, they help your memory, and I noticed that a lot of African Americans bought puzzles.
His success with the company led to retailers like Walmart and Toys “R” Us carrying his products, which sometimes sold out too quickly for his small sales staff to keep up with. In an effort to meet demand, the company used telemarketing and the internet to get the word out about his puzzles.
Alongside puzzles, Adams developed educational CD-ROM games with Lady Sala Shabazz, a nationally-syndicated radio host and independent children’s book author. He also developed puzzles with food entrepreneur and television personality Wally “Famous” Amos. Adams’s dedication to fun games with a message should encourage you to take advantage of the time you have at home, to perhaps finish a puzzle with a historical or educational theme. If you have kids, bring them in on the fun!
We hope these stories of puzzles, games, and community have helped uplift you. It’s through all of our actions that we can extend our sense of Hoosier kindness to ourselves and others. Now, get to puzzling!
The history of the traditionally Irish-Catholic University of Notre Dame located in South Bend, Indiana, has paralleled the larger story of Catholic immigrants making their way in the United States. Starting as a persecuted minority, Irish Catholics integrated into the fabric of the American tapestry over the twentieth century.  The challenges and threats posed to Notre Dame in the 1920s, mirrored those periling Indiana, the United States, and in many ways, democracy. As Americans reacted to shifts in U.S. demographics brought by immigration and urbanization, those threats to equality and justice included rising nationalism, animosity toward Jews and Catholics, discrimination against immigrants and refugees, and even violence against those not considered “100% American.” No group represented these prejudices as completely as the Ku Klux Klan. While the Klan had gained political power and legitimacy in Indiana by the early 1920s, it had yet to find a foothold in South Bend or larger St. Joseph County. The Klan was determined to change that. 
University of Notre Dame leaders and officials understood that the only way to combat the xenophobia and anti-Catholicism of the Ku Klux Klan, while maintaining the school’s integrity, was to not play the Klan’s game. So the school chose another – football. During the 1920s, renowned coach Knute Rockne led Notre Dame’s football team to greatness. But these athletes fought for more than trophies. They played for the respect of a country poisoned by the bigoted, anti-Catholic rhetoric of the Klan. They played to give pride to thousands of Catholics enduring mistreatment and discrimination as the Klan rose to political power.
By 1923, the young scholars writing for the Notre Dame Daily, the student newspaper, expressed concern over the rise of the Klan. Several students had also given speeches on “the Klan” and “Americanism.” The Klan’s use of patriotic imagery particularly bothered the young scholars. In one Notre Dame Dailyop-ed, for example, the writer condemned the Klan’s appropriation of the American flag in its propaganda while simultaneously “placing limitations upon the equality, the liberty, and the opportunity for which it has always stood.” 
This was not only a philosophical stand. For the students of predominately Catholic and of Irish immigrant origin, the Ku Klux Klan posed a real threat to their futures. The Indiana Klan was openly encouraging discrimination against immigrants, especially Catholics. The hate-filled rhetoric they spewed through their newspaper, the Fiery Cross, as well as speeches and parades, created an atmosphere of fear and danger for Hoosiers of the Catholic faith or immigrant origin. The Klan encouraged their membership not to do business with immigrants, worked to close Catholic schools, and most destructively, elected officials sympathetic to their racist position and lobbied them to impose immigration quotas. [Learn more about the Klan’s influence on immigration policy here.] While the 1920s Klan was a hate group, it was not an extremist group. That is, its xenophobia, racism, anti-Catholicism, and antisemitism were the prevailing views of many white, Protestant, American-born Midwesterners. In other words, the students of Notre Dame had to worry about facing such prejudice whenever they left campus – even for a football game. 
By 1923, Notre Dame football had made great strides towards becoming one of the most prestigious athletic programs in the country. University President Father Matthew Walsh had recently added Princeton to the team’s schedule and moved the Army game to New York [from West Point] where many more Notre Dame alumni could attend. Father Walsh also hoped that the large number of Irish Catholic New Yorkers would make the team their own. These were also significant strides towards creating enough revenue to build a legitimate football stadium at Notre Dame, thus attracting more opponents from more prestigious teams. More importantly, the team was almost unstoppable. 
By the time they met Army in October 1923, the Notre Dame players were in peak physical condition and coming off of several Midwestern wins. They quickly wore out Army’s defense, winning 13-0 in front of 30,000 people.  Notre Dame’s gridiron battle with Princeton on the Ivy League team’s home turf was even more important. According to Notre Dame football historian Murray Sperber:
The game allowed the Fighting Irish* to symbolically battle their most entrenched antagonists, the Protestant Yankees, embodied by snooty Princeton . . . A large part of Notre Dame’s subsequent football fame, and the fervent support of huge numbers of middle class and poor Catholics for the Fighting Irish, resulted from these clashes with – and triumphs over – opponents claiming superiority in class and wealth. 
On October 20, the Irish beat the Princeton Tigers handily, 17-0, as Notre Dame students back home watched on the Gridgraph and celebrated in town. [More on “Football Game Watches” here.] The returning players were greeted by their fellow students with a celebration around a blazing bonfire. The students cheered, a band played and speakers, including President Walsh and an Indiana senator Robert Proctor extolled the team. 
Notre Dame continued their winning streak, beating Georgia Tech 35-7 and Purdue 34-7 over the following two weeks.  On November 10, the Irish faced the University of Nebraska Cornhuskers. Unfortunately, the Nebraska team attracted a group of “rabidly anti-Catholic Lincoln fans.”  In fact, the Daily Nebraskan, in trying to stir up Cornhusker fans before the big game, wrote that there was a rising “loyalty to Nebraska which bodes ill for the conquering ‘Micks’ from the Hoosier State.” Mick was a derogatory term for an Irishman. The Nebraska newspaper concluded: “LET’S SETTLE THE IRISH QUESTION!”
Nebraska crushed Notre Dame 14-7. After this game, the Irish would go on to beat Butler University, Carnegie Melon, and University of St. Louis. The Nebraska game proved not only to be Notre Dame’s only loss of the season, but a mortifying experience for the players who were subjected to bigoted vitriol from some Nebraska fans. In an editorial in the Notre Dame Daily, a student newspaperman wrote about the game and especially the fan reaction. He wrote that when the “whistle blew in far-off Nebraka,” the eleven players on the field couldn’t believe what had happened: The undefeated Irish had lost to the Cornhuskers. In the Notre Dame gym there was silence. He wrote, “Little lights stopped flickering on the Gridgraph” and “two thousand hearts near burst.” The worst part for the players was not the loss, but the jibes from the stands. The editorial concluded:
But, beaten and bruised, stung even by the insults of your hosts, you came off that field with more glory in defeat than many another team has found in victory. 
To their credit, Nebraska students, coaches, and administrators condemned the anti-Catholic behavior and issued public and sincere apologies. Nebraska football coach and athletic director Fred T. Dawson wrote the Notre Dame Daily editor: “We are all mortified indeed to learn that the members of the Notre Dame team felt that Nebraska was lacking in the courtesies usually extended to the visiting teams.” Dawson assured the South Bend students that the “many people” heard making “remarks to the Notre Dame team as it withdrew from the field” were in no way connected to the university. He concluded, “our student body and alumni had nothing in their hearts but friendship for Notre Dame.”  The Notre Dame Daily graciously accepted Nebraska’s explanation and apology.  They had bigger problems at home.
By the spring of 1924, the Klan was thoroughly integrated into Indiana communities and politics. South Bend was an exception. In addition to the Irish Catholic students at the university, St. Joseph County had become home to a large number of Catholic immigrants born in Hungary and Poland. Notre Dame historian Robert E. Burns explained that to the Klan, South Bend was their “biggest unsolved problem.”  Klan leader D.C. Stephenson worked to change that, sending in Klan speakers and increasing anti-Catholic propaganda in the widely-circulated Fiery Cross newspaper. He created a plan that was a sort of two-sided coin. On one side, he attempted to legitimize and normalize the hate organization through philanthropic actions and grow its power through politics and law enforcement groups. On the other side, he worked to demonize minority groups such as immigrants and Catholics. 
He did not have to work very hard. Burns explained:
The Klan did not invent anti-Catholicism . . . Throughout the nineteenth century anti-Catholicism had been both endemic and respectable in American society. Protestant ministers inspired their congregations with it, and politicians captured votes by employing it. 
The Klan successfully used anti-Catholicism as a driving principle because Hoosiers already accepted it. Stephenson hoped that a large Klan rally in South Bend would be the match that lit the powder keg of prejudice. If he could bait a reaction from Notre Dame’s Catholic students and St. Joseph County’s Catholic residents, he could paint them as violent, lawless, un-American immigrants in contrast to his peaceably assembled 100% American Klansmen. This might convince Hoosiers to vote for Klan members or Klan-friendly candidates. On May 17, 1924, just three days before the Indiana Republican Convention, the Ku Klux Klan would hold a mass meeting for its Indiana, Michigan, and Illinois members in South Bend. 
Fearful for the safety of their students and local residents, Notre Dame and South Bend officials worked to stop a potentially violent incident. South Bend Mayor Eli Seebirt refused to grant the Klan a parade permit, although he could not stop their peaceful assembly on public grounds. President Walsh issued a bulletin imploring students to stay on campus and ignore the Klan activities in town. He wrote:
Similar attempts of the Klan to flaunt its strength have resulted in riotous situations, sometimes in the loss of life. However aggravating the appearance of the Klan may be, remember that lawlessness begets lawlessness. Young blood and thoughtlessness may consider it a duty to show what a real American thinks of the Klan. There is only one duty that presents itself to Notre Dame men, under the circumstances, and that is to ignore whatever demonstration may take place today. 
Father Walsh was right. “Young blood” could not abide the humiliation of this anti-Catholic hate group taking over the town. The Fiery Cross had hurled insults and false accusations at the students. The propaganda newspaper called them “hoodlums,” claimed that Notre Dame produced “nothing of value,” and blamed students for crime in the area. As Klan members began arriving in the city on May 17, 1924, South Bend was ready to oppose them.
The South Bend Tribune reported:
Trouble started early in the day when klansmen in full regalia of hoods, masks and robes appeared on street corners in the business section, ostensibly to direct their brethren to the meeting ground, Island park, and giving South Bend its first glimpse of klansmen in uniform. 
Not long after Klan members began arriving, “automobiles crowded with young men, many of whom are said to have been Notre Dame students” surrounded the masked intruders. The anti-Klan South Bend residents and students tore off several masks and robes, exposing the identities of “kluxers” who wished to spread their hate anonymously. The Tribune reported that some Klan members were “roughly handled.” The newspaper also reported that the anti-Klan force showed evidence of organization. They formed a “flying column” that moved in unison “from corner to corner, wherever a white robe appeared.” By 11:30 a.m. students and residents of South Bend had purged the business district of any sign of the Klan. 
Meanwhile, Klan leaders continued to lobby city officials for permission to parade, hold meetings in their downtown headquarters, and assemble en masse at Island Park. Just after noon, the group determined to protect South Bend turned their attention to Klan headquarters. This home base was the third floor of a building identifiable by the “fiery cross” made of red light bulbs. The students and South Bend residents surrounded the building and stopped cars of arriving Klansmen. Again, the Tribune reported that some were “roughly handled.” The anti-Klan crowd focused on removing the glowing red symbol of hate. Several young men “hurled potatoes” at the building, breaking several windows and smashing the light bulbs on the electric cross. The young men then stormed up the stairs to the Klan den and were stopped by minister and Klan leader Reverend J.H. Horton with a revolver. 
The students attempted to convince Klan members to agree not to parade in masks or with weapons. While convincing all parties to ditch the costumes wasn’t easy, they did eventually negotiate a truce. By 3:30 p.m., “five hundred students and others unsympathetic with the klan” had left the headquarters and rallied at a local pool hall. Here, a student leader spoke to the crowd and urged them to remain peaceful but on vigilant standby in case they were needed by the local police to break up the parade. After all, despite Klan threats, the city never issued a parade license. The plan was to reconvene at 6:30 p.m. at a bridge, preventing the Klan members from entering the parade grounds. In the end, no parade was held. Stephenson blamed the heavy rain for the cancellation in order to save face with his followers, but the actual reason was more sinister. 
Stephenson knew that he had been handed the ideal fuel for his propaganda machine. Using a combination of half truths and blatant lies, he could present an image of Notre Dame students as a “reckless, fight-loving gang of hoodlums.”  The story that Stephenson crafted for the press was one where law-abiding Protestant citizens were denied their constitutional right to peacefully assemble and were then violently attacked by gangs of Catholic students and immigrant hooligans working together. They claimed that the students ripped up American flags and attacked women and children.  The story picked up traction and was widely reported in various forms. In the eyes of many outsiders, Notre Dame’s reputation was tarnished. Unfortunately, they would have to survive one more run-in with the Klan before they could begin to repair it. 
The press they garnered from the clash in South Bend had been just what Stephenson ordered. He figured one more incident, just before the opening of the Indiana Republican Convention, would convince stakeholders of the importance of electing Klan candidates in the face of this Catholic “threat.” Local Klan leaders just wanted revenge for the embarrassing episode.  Only two days later, on Monday, May 19, the Klan set a trap for Notre Dame students. Around 7:00 p.m. the lighted cross at Klan headquarters was turned back on and students began hearing rumors of an amassing of Klan members in downtown South Bend. The South Bend Tribune reported, “Approximately 500 persons, said to have been mostly Notre Dame students, opposed to the klan . . . started a march south toward the klan headquarters.”  Meanwhile, Klan members armed with clubs and stones spread out and waited. When the students arrived just after 9:00 p.m., the Klan ambushed them. The police tried to break up the scene, but added to the violence. By the time university leadership arrived around 10:00 p.m., they met several protesters with minor injuries. The students were regrouping and planning their next move; more violence seemed imminent. Climbing on top of a Civil War monument, and speaking over the din, Father Walsh somehow convinced the Notre Dame men to return to campus. The only major injury sustained was to the university’s reputation. 
Some secondary sources have claimed that it was the Notre Dame football team that led the flying columns and threw the potatoes that broke the lit-up cross. These sources claim that that the football team were leaders in these violent incidences.  While it is possible that the players were present at the events, no primary sources confirm this tale or even mention the players. It’s a good story, but likely just that.
But there is a better story here. It’s the story of how the 1924 Notre Dame football team stood tall before a country tainted by prejudice as model Catholics and American citizens of immigrant heritage. It’s the story of how they polished and restored the prestige and honor of their university. It’s the story of how one team established the legacy of Notre Dame football and fought their way to the Rose Bowl.
This is the end of Part One of this two-part series. See Part Two [in two weeks] to learn about the historic 1924 Notre Dame football season, the university’s media campaign to restore its image, and the players victory on the gridiron and over its xenophobic, anti-Catholic detractors.
Notes and Sources
*The University of Notre Dame did not officially accept the name “Fighting Irish” for their athletic teams until 1925. I have felt free to use it here as students, alumni, and newspapers had been using “Fighting Irish” at least since 1917.
Robert E. Burns, Being Catholic, Being American: The Notre Dame Story, 1842-1934 (University of Notre Dame Press, 1999); Murray Sperber, Shake Down the Thunder: The Creation of Notre Dame Football (Bloomington and Indianapolis: Indiana University Press, 1993, reprint, 2003)
Notes: Robert E. Burns, Being Catholic, Being American: The Notre Dame Story, 1842-1934 (University of Notre Dame Press, 1999), ix.
 “For What Purpose?” Huntington Press, October 1, 1922, 1, Newspapers.com. This editorial decries the Klan trying to establish itself in South Bend, noting the city’s history of tolerance around the university.“Class Orators Awarded Place,” Notre Dame Daily, May 20, 1923, 1, University of Notre Dame Archives;“Washington’s Birthday,” Notre Dame Daily, February 21, 1924, 2, University of Notre Dame Archives.
 Jill Weiss Simins, “‘America First:’ The Ku Klux Klan Influence on Immigration Policy in the 1920s,” Indiana History Blog.
 Murray Sperber, Shake Down the Thunder: The Creation of Notre Dame Football (Bloomington and Indianapolis: Indiana University Press, 1993, reprint, 2003), 138-139.
 “Surprises in Indiana Foot Ball Results,” Greencastle Herald, October 15, 1923, 1, Hoosier State Chronicles.
 Sperber, 147-8.
 “Irish Victory Is Celebrated,” Notre Dame Daily, October 23, 1923, Notre Dame Archives; Sperber, 148-9.
 Thomas Coman, “Rockmen Conquer Georgia Tech, 35-7,” Notre Dame Daily, October 28, 1923, 1, Notre Dame Archives; Thomas Coman, “Irish Gridders Beat Purdue, 34-7, Notre Dame Daily, 1, Notre Dame Archives.
 Sperber, 149.
“It Shall Be Done,” Daily Nebraskan in “What They Say,” Notre Dame Daily, November 10, 1923, 2, Notre Dame Archives.
 “To Those Who Can Read,” Notre Dame Daily, November 17, 1923, 2, Notre Dame Archives.
 “Letter Box,” Notre Dame Daily, November 27, 1923, 2, Notre Dame Archives.
 “Settled,” Notre Dame Daily, December 15, 1923, 2, Notre Dame Archives.
 Burns, 278.
 Ibid., 265-280, 302.
 Ibid., 267-9. Burns also explains the reasoning Klansmen and others employed to justify their anti-Catholic prejudice.
 Ibid., 303-5.
 “Heads, Not Fists,” Notre Dame Daily, May 17, 1924, 2, Notre Dame Archives.
 “Yesterday’s Bulletin,” Notre Dame Daily, May 18, 1924, 2, Notre Dame Archives.
 “Notre Dame Students Stage a Riot,” Fiery Cross, March 16, 1923, 1, Hoosier State Chronicles.
[22-25] “Klan Display in South Bend Proves Failure,” South Bend Tribune, May 18, 1924, 1, Newspapers.com.
Based on first-hand descriptions in the article, its clear that the South Bend Tribune reporter was on the scene during the May 17 event. Thus, this article proves the most reliable of the many that ran in newspapers throughout the country. The Tribune‘s report, unlike many later reports in other papers, was untainted by subsequent Klan propaganda. Thus the descriptions of the event in this post are drawn from this article only, though others were consulted.
 “Arrogance of Notre Dame Students Gone,” Fiery Cross, June 13, 1924, 5, Hoosier State Chronicles.
 Burns, 314-316.
 Ibid.  “Mayor Seebirt Moves Toward Peace in Klan War,” South Bend Tribune, May 20, 1924, 1, Newspapers.com.
 In his 2004 book Notre Dame vs. the Klan, Todd Tucker tells a fictionalized version of the May 17 incident using a composite student character. [Tucker named this fictional character named Bill Foohey after an actual Notre Dame student who appeared in a photograph wearing one of the confiscated Klan robes, but left no further record of his involvement]. In Tucker’s version of the incident, Notre Dame quarterback Harry Stuhldreher threw a potato in a “perfect arc” to hit the “lone red bulb” remaining in the cross at Klan headquarters. Stuhldreher hit it and the crowd cheered like it was a football game. Tucker wrote in his author’s note at the beginning of the book that he had “taken a great liberty” in the creation of Foohey and that he had “extrapolated historical events to bring out the drama of the situation.” However, several other sources have now repeated Tucker’s version as factual as opposed to fictionalized. For a thoroughly researched, factual account of events, see Chapter 9 of Robert Burn’s Being Catholic, Being American: The Notre Dame Story, 1842-1934.
A farmer woke up on a cool fall day in the 1820s, not long after Indiana became a state, with a lot on his mind. He worried that he might not get all of the crops in before the first frost and that his hogs wouldn’t fetch as high a price at the market this year. His wife worried about whisperings in town that the milk sickness had claimed another neighbor. Their children didn’t have much time to worry though. They were up before the sun to feed the animals and clear the wild back acres. Whatever their specific trials, they had more immediate concerns than learning algebra, astronomy, philosophy, or the history of ancient Greece.
For many Hoosiers, education was not a priority compared to the immediate needs of the family farm or business. But others craved knowledge beyond the basic reading and arithmetic taught in one-room school houses. These ambitious students desired knowledge of the wider world, and fortunately for them, the State of Indiana worked to provide institutions of learning to meet their aspirations. In the case of the Wayne County Seminary, in the small but thriving town of Centreville (later Centerville), the mission was an incredible success. Over several decades hundreds of young men and women pursued advanced education within its walls.
The 1816 Indiana Constitution and subsequent acts of the Indiana General Assembly encouraged and provided for the creation of an educational center in each county open to all citizens (although not free of tuition) known as a “county seminary.” By the late 1820s, many Indiana counties had established such an institution. While today “seminary” refers to a theological school preparing students for ministry, the county seminaries were non-denominational. They included primary and secondary classes and in some cases even collegiate and classical courses of study. In counties where the township schools flourished, the seminaries offered only the higher education classes . In January 1827, the Indiana General Assembly passed an act requiring the appointment of “County Seminary Trustees,” who were charged with acquiring land and contracting a building. Wayne County appointed its trustees in June 1827. Over the following year and a half, the trustees secured a location and built a fine brick structure that would house eager students for over sixty years.
The Wayne County Seminary opened humbly. Teacher and administrator Nathan Smith announced via local newspapers that he would, “commence teaching a school in the Seminary in this town” on October 26, 1829, for a term of “three months, or longer, if the pleasure of those concerned requires it.” Tuition during this first term ran parents two dollars if their young scholar studied geography and English grammar and two dollars and fifty cents if mathematics was included. At the time, this was a good amount of money. For comparison sake, on the same page of the Western Times that the seminary announcement appeared, the Centreville Market advertised a dozen eggs for three to four cents and “Hams, good” for four to five cents, while whiskey would have cost you a whopping eighteen to twenty cents for a gallon. So, in 1829, fifty good hams could get you into Wayne County Seminary. This calculation is more than an exercise. Over the following years, the school would allow the mainly agrarian locals to trade produce and farm products for education.
By 1835, the school blossomed into a more advanced academy, though several newspaper articles imply this did not happen with ease. The greatest challenge was likely promoting the need for higher education to the residents of the surrounding regions. In a public announcement, the Wayne County Seminary Trustees stated: “An academy in which the higher branches are taught has long been wanted in our county, and we should be pleased to see the present attempt to establish one, patronized.” By this point, the school was attracting some students “residing distant from Centreville” and the trustees noted that boarding could be found in town for “as cheap as in any other town in the west.”
By this point, the school was “under the superintendence” of Giles C. Smith. The new superintendent had a stronger educational background than the average Indiana teacher at this time, evidenced by the fact that he went on to become a respected Methodist minister and leader within the Methodist Episcopal conference. In fact, for much of the school’s history, notable Methodist leaders made up the board and administration. The school, however, remained non-denominational, with no religious classes and with boarders attending the Sunday church service chosen by their parents. The trustees described the growing institution as “commodious and pleasantly situated,” and noted that the seminary trustees, if they did say so themselves, were “gentleman of liberality and integrity.”
This “liberality and integrity” was not simply promotional. It extended into the trustees’ educational philosophy as evidenced by one important element of the school: Wayne County Seminary provided young women the same educational opportunities as the young men. In 1835, the trustees made their case to local parents in the Richmond Palladium:
Considering, that the reputation and utility of the Seminary stand closely allied with the literary interests of this county, and knowing that the location of the one is nearly equidistant to the boundaries of the other, [the trustees] do earnestly invite those gentlemen, who know and appreciate the worth of a good education in the youth of the country, to place their sons, daughters and wards within this institution.
From the casual tone of appeal to parents to send their daughters, it seems likely that women had been included for some time, if not from the start. This 1835 trustees’ statement is no declaration that the school recently started accepting young women. Instead, it assumes some sort of general knowledge that young women had already been attending the school and expresses their hope that more young women would enroll.
Also from this 1835 announcement, we’re offered a look at the elementary and higher education curriculum. The elementary students could study reading, penmanship, orthography (spelling), and arithmetic. The secondary classes included English grammar, history, bookkeeping, geography, “and the use of the Globes.” Finally, the higher education classes included algebra, geometry, surveying, astronomy, Greek and Latin, and “Natural and Moral Philosophy.”
The trustees also announced in 1835 that superintendent Smith would “be aided in his labors by the additional services of Mr. S. K. Hoshour.” By the following year, Samuel K. Hoshour took charge of the seminary and became perhaps the school’s most influential administrator. During Hoshour’s time at the Wayne County Seminary, he mentored several students who went on to become important Hoosiers, including Jacob Julian, Oliver P. Morton, and Lew Wallace. It’s worth stepping away from the seminary story to look briefly at the careers of these Wayne County luminaries.
After completing his schooling, Jacob Julian became a prominent Centerville lawyer and briefly the law partner of his brother George Washington Julian. Jacob was involved in local politics as a staunch supporter of the Whig party. In 1846, Wayne County residents elected Jacob Julian to the Indiana House of Representatives and reelected him in 1848. Later Julian co-founded the town of Irvington, just east of Indianapolis.
Oliver P. Morton also began his career as a lawyer in Centreville. He represented Wayne County at the seminal first convention of the new national Republican Party in 1856. He was elected lieutenant governor of Indiana in 1860, but almost immediately became governor when Henry S. Lane left the position for a U.S. Senate seat. Morton served as governor throughout the Civil War and won election to a second term in 1864. He completed Lane’s term in the U.S. Senate in 1867 and was reelected again in 1873.
Lew Wallace, the son of an Indiana governor and grandson of a congressman, began a law practice in 1849, and settled in Crawfordsville in 1853. With the start of the Civil War in 1861, he volunteered for service and before the war’s end was a major general. Wallace later served as governor of the New Mexico Territory and U.S. minister to Turkey (the Ottoman Empire). He is best remembered and acclaimed as the author of Ben-Hur: A Tale of the Christ (1880).
Later in life, Wallace expressed how important his time at the Wayne County Seminary was to his creation of his famous novel. In his autobiography, Wallace described the profound influence that Professor Hoshour had on his writing. Wallace remembered attending the seminary in his “thirteenth year” because “there was a teacher of such repute that my father decided to send me to him.” Wallace wrote:
Professor Hoshour was the first to observe a glimmer of writing capacity in me. An indifferent teacher would have allowed the discovery to pass without account; but he set about making the most of it, and in his method there was so much wisdom that it were wrong not to give it with particularity… The general principle on which the professor acted is plan to me now. The lack of aptitude for mathematics in my case was too decided not to be apparent to him; instead of beating me for it, he humanely applied to cultivating a faculty he thought within my powers and to my taste.
Hoshour gave Wallace great works of literature and advice on writing. Wallace remembered Hoshour explaining the most important rule of writing: “In writing, everything is to be sacrificed for clearness of expression – everything.” Finally, Hoshour encouraged Wallace to read the Bible through a literary lens as opposed to a dogmatic focus. Wallace recalled:
This was entirely new to me, and I recall the impression made by the small part given to the three wise men. Little did I dream then what those few verses were to bring me – that out of them Ben-Hur was one day to be evoked.
Wallace referred to his time with Hoshour as “the turning-point of my life.”
While the seminary forged some great Hoosier men, the young women of the Wayne County Seminary thrived as well. Although the prejudices and legal obstacles of the period kept them from the public successes of their male peers, sources show the female students equaled the male students’ academic achievement, and perhaps even exceeded them in some areas. The young women took classes on the same subjects as the young men, but their classes were separate and taught by female teachers.
Several sources show that these women were highly respected in their community, praised by newspaper writers, and in in many ways treated as peers by their male colleagues. For example, when the county’s teachers formed the Wayne County Education Society in the early 1840s, seminary teachers Mary Thorpe and Sarah Dickson were not only included, they served on various committees that decided appropriate school texts, punishments, and funding. They served side by side with their male colleagues and prominent community members such as Levi Coffin, George Washington Julian, and Solomon Meredith.
Female teachers also served as the administrators of the girls’ school, which maintained a surprising degree of autonomy. Evidence of this autonomy can be gleaned from Wayne County newspapers. For example, in February 1842, the Richmond Palladium reported that a new principal, Rawson Vaile, had replaced the former seminary administrator, George Rea. The following month, Rea placed an announcement in the Wayne County Record somewhat dramatically decrying his removal and announcing his plan to open a rival school. Through this unrest at the seminary, teacher and administrator Mary Thorpe, calmly steered the girls’ school through the storm. She ran her own advertisement in the Wayne County Record, assuring her students:
Miss Thorpe Respectfully informs the Citizens of Centreville, that the late change in the Wayne County Seminary, will in no way affect her School; but that it will, as heretofore, remain under her exclusive control.
Throughout the 1840s, the Wayne County Record covered the “public examinations” of both the male and female students. During these student exhibitions, parents and other Wayne County residents packed into the nearby Methodist church as it was the only building large enough to hold the interested crowds. The program featured original essays, debates, as well as musical and dramatic performances. In March 1842, the Wayne County Record covered the examination of the male students and praised Principal Vaile, focusing on his penchant for strict discipline. However, the newspaper was harshly critical of the enunciation and articulation of the male students.
In contrast, a month later on April 13, the same newspaper raved about the “Female Department of the Wayne County Seminary” and called their public exhibition “one of the best examinations we have ever attended in this place.” The writer noted that the students did not just repeat rote, memorized facts, but had a deep understanding of their subject matter. The article stated:
From the lowest classes, studying the simple elements of Geography, or numbers, up to those in the higher branches of Natural Philosophy, Grammar, Astronomy, Algebra and Political Geography, all, as far as they had severally* advanced, seemed to understand the ground over which they had traveled. They did not possess a mere smattering knowledge but could readily tell the why and wherefore of the question propounded to them.
The Wayne County Record also praised Sarah Dickinson, the able teacher of these impressive young women: “We feel assured that no one has ever taught here, either Male or Female, that has given more general satisfaction.” Let’s hazard a guess that the young women would have been quite pleased with their success, and maybe even by their besting of the young men in the press’s estimation.
The Wayne County Seminary continued to flourish and grow in both enrollment and size. By 1843, the school expanded classroom space and lodging and the addition of more upper level classes in languages and sciences. The women could also now pursue a music focused curriculum if desired. The article noted that the seminary included “Three several Schools,* one Male and two Female,” and reiterated that “Pupils, in either the Male or Female departments” could pursue “the ordinary branches of an English Education” or the higher level courses of “Astronomy, Botany, Natural Philosophy, Mathematics, Geology, and the Latin and French Languages.”
By the late 1840s, the institution reorganized and the new board of trustees changed its name to Whitewater Female College and Academy. Despite this somewhat misleading name, the school continued to educate both young men and women. While the board was now under the administration of the Methodist Episcopal Northern Indiana conference, classes remained secular and boarding students could still attend the church of their parents’ choice on Sundays. Notably, in 1849, the female students founded the prestigious Sigournian Society, a literary organization with its own library at the school. The society held exhibitions of original essays, hosted lively political debates, and performed music. The crest of the society featured an open book with a halo of light with their motto: “Many shall run to and fro and knowledge shall be increased” (Daniel 12:4).
Over the following decades the school saw many changes but ardently continued its lofty educational mission. By the 1850s, the school, still under the “patronage” of the Methodist Conference, became known simply as “White Water College.” By this point, over 200 students attended the institution. In the early 1860s, after some financial trouble, the board sold the institution to Wiliam H. Barnes who remodeled and reopened the school and served as its president for a time. In 1865, the academy again changed administration and name, reopening in September 1865 as the Centerville Collegiate Institute. In the early 1870s, the site that once hosted the prestigious Wayne County Seminary became a public school. All signs of the original school were destroyed by fire in 1891.
Today, not far from the site of the seminary, local kids attend Centerville Elementary School. If the teachers were to have their kids look out of the school’s east facing windows, perhaps they can imagine their distant relatives walking into the old seminary carrying “McGuffey’s Eclectic Series of School Books” and maybe even “country produce or building materials . . . in payment of Tuition.” And the teachers can appreciate that, while they might still have the same problems that Professor Vaile had in 1842 in getting his students to enunciate clearly, at least they don’t have to “procure all the fuel necessary” this icy winter as Professor Smith did back in 1829 at the opening of the ambitious, progressive, and democratic Wayne County Seminary.
Most secondary information came from: Richard G. Boone, A History of Education in Indiana (New York: D. Appleton and Company, 1892), 42-86.
*I came across scattered mentions of the term “several schools” in the contemporary newspapers. Though I was not able to find a precise definition, I gleaned from the context of the articles that the term refers to the level of education after primary and before college, roughly equivalent to what would be middle school through high school today.