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!
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.
On November 19, 1927 Laura Fisher boarded a Greyhound Bus at a station in Richmond, Indiana. The African American passenger, destined for her hometown of Cincinnati, Ohio, felt ill and took a seat at the front of the bus where it was warmest. This infuriated the Cincinnati bus driver Glen Branoski, described in the newspapers as “of foreign descent,” who demanded Fisher sit in the back of the bus in the section he had designated as “negro.” After refusing to move, Branoski ejected Fisher from the bus. According to a November 29, 1927 article in the Richmond Item, Fisher re-entered the bus, which prompted Branoski to call police headquarters. The Richmond Palladium [originally the Palladium and Sun-Telegram] noted that he demanded that the police remove her, citing that “Jim Crow rule” was “provided by the [bus] company.” Even though Greyhound was headquartered in Duluth, Minnesota, the growing interstate bus line needed to be mindful of the regional laws regarding segregation.
Jim Crow laws “came to mean any state law passed in the South that established different rules for blacks and whites. Jim Crow laws were based on the theory of white supremacy and were a reaction to [Civil War] Reconstruction.” Historian Richard B. Pierce noted that Indiana “did not have as complete a system of Jim Crow” as southern states, although it “did have its own unique brand of discrimination.” In Fisher’s case, the police station cited that “state laws did not legalize such discrimination and the police department had no authority to help” Branoski enforce the bus line policy.
The Richmond Item reported that following this refusal, Branoski ejected Fisher a second time “with such violence that she was painfully injured” and then he tore up her ticket. The paper noted, “A considerable crowd collected and trouble threatened for a time, Mrs. Fisher becoming almost hysterical from fright.” Had police officers not arrived in a timely manner, the newspaper predicted, there would likely have been a riot. This unlawful attempt to enforce of Jim Crow segregation led to Branoski’s arrest the day following the incident. An Item article reported that on November 21 he plead “not guilty” to assault and battery and was released on bond, ordered to report to city court the following Monday for trial.
Several local newspapers noted that this “Jim Crow” trial was the first racial discrimination case Richmond had encountered in many years. However, Fisher’s experience typified increasing segregation in Indiana during the mid and late 1920s. According to Emma Lou Thornbrough’s Indiana Blacks in the Twentieth Century, in 1927 a wave of racial discrimination led to the authorization or opening of segregated Indiana schools, including Indianapolis’s Crispus Attucks High School, Gary’s Roosevelt School, and Evansville’s Lincoln School. Each of these were barred from membership in the Indiana High School Athletic Association, on the grounds that the schools were not “publicly open to all” (the rule also barred parochial schools from IHSAA membership by the same rationale). The rule was in effect until 1942, and prohibited all-black squads from competing against white teams.
Segregation also extended to recreation, housing, and medical care. According to historian James Madison, nearly every facet of Hoosier life in the post-WWI era was segregated or exclusionary, including “theaters, public parks, cemeteries, restaurants, hotels, beaches, swimming pools, orphans’ homes, hospitals, newspaper society columns, the state militia . . .” A March 15, 1927 article in the Huntington Herald demonstrates the attitudes of those Hoosiers calling for segregation, alleging “the average negro, given an inch will take a mile” and therefore “it is the negro’s mode of living that has resulted in the passage of all Jim Crow laws.”
However, Madison noted that “Indiana blacks did not accept discrimination and segregation without protest,” evinced by Laura Fisher’s case. On November 28, Branoski reported for trial at the city court, where he gave no testimony and plead guilty to assault and battery (Richmond Palladium). He was fined $50, plus costs, and 20 days in county jail. The bus company, which fired Branoski but paid his fines, settled out of court with Fisher and paid her $500 to sign a “release from a damage action which had been threatened.” According to the November 29 Richmond Item article, Fisher took Branoski to court with the purpose of obtaining racial justice, rather than financial settlement. One of her lawyers stated that:
‘Negro residents of the community were not asking for the imposition of any severe penalty upon Branoski, merely a vindication of equal rights of Negro passengers with white passengers on public transportation conveyances. He several times asked Branoski’s jail sentence be reduced to 10 days.’
In announcing the verdict, Richmond police judge Fred Pickett stated that “The Indiana law on racial discrimination is clear. It does not tolerate discrimination” (Palladium, November 29). He added “Ignoring the fact that one of the principals in this case is a white man and the other a negro woman it must be viewed solely as an aggravated, unprovoked attack by a strong man upon a woman who was both weak and ill. She was both injured and humiliated.” Judge Pickett made his opinion clear, stating “I want it to be a matter of public record that this court regards an attack made by a man upon a woman a serious offense not to be lightly condoned.”
Although his statements seem to emphasize injustice based on gender, rather than race, the Freeport Journal-Standard of Illinois noted “that Indiana does not recognize a ‘Jim Crow’ rule was emphasized by police judge, Fred Pickett.”
While research efforts to locate articles about the fates of Fisher or Branoski following the trial were unfruitful, the case was referenced in a similar bus incident occurring on November 23, just four days after Fisher’s ordeal. According to a December 17, 1927 article in the Indianapolis Recorder, prominent African American business woman Helen M. Dorsey filed suit against the Blue Goose Bus Line when a driver refused to let her board the bus. Unable to make it to a conference in Kentucky on time, she “arrived too late to take care of the matters.” She therefor sought $500 in damages, the amount offered to “a passenger, Mrs. Laura Fisher, at Richmond, Ind. a few weeks ago.” These 1927 cases highlighted Indiana’s increasing segregation and the daily battles African Americans waged-and sometimes won-to obtain equal privileges.
Check back February 16 to learn about Indianapolis Public Schools, residential segregation, and forced busing in the 1970s.
George Washington Julian was a radical political leader defined by his strong moral convictions. During a period marked by slavery, Civil War, monopolies, and discrimination against African Americans, immigrants, and women, Julian tirelessly advocated for abolition, equal rights, and land reform. He served as a U.S. representative from 1849-1851, served as an attorney in several fugitive slave cases in the 1850s (one which included a daring escape plan), ran for vice president on the Free Soil ticket in 1852, and again served as a U.S. representative 1861-1871.
Julian was born 1817 in Centerville (then called Centreville), Indiana. He resided there for most of his life and maintained a law practice. Julian was admitted to the Indiana bar in 1840 and practiced law when not serving in Congress. Julian worked within the legal system and various political parties to achieve goals shaped by his moral convictions. His commitment to abolition and equal rights (including equality in land distribution) remained remarkably consistent for over fifty years. In order to pursue reform in those areas, Julian often changed political parties, working with whichever party would advance these goals. He explained his position repeatedly throughout his career in his letters, articles, and speeches, including a description of his conversion to these causes in the Unitarian Review. In 1853 he wrote to fellow abolitionists, including William Lloyd Garrison, “you will not be blinded or disheartened by the irregular ebb and flow of political currents, or by facts which drift about upon their surface, but you will penetrate beneath it, to those great moral tides, which underlie, and heave onward, the political, the religious, and the whole framework of society.” While he modified arguments and approaches he never wavered from working toward equality. In the introduction to a collection of his Speeches on Political Questions, he wrote that “while in a few instances opinions are advanced which have since been modified, my constant and inspiring aim was to declare what I believed to be the truth.” An examination of the table of contents to this collection of speeches shows that he constantly and consistently addressed abolition, equal rights, and land reforms, in Congress and throughout the country. Looking back on his career to 1884, Julian wrote in his Political Recollections, “My triumph had no taint of compromise in it.”
United State House of Representatives, Thirty-First Congress
Julian took office in 1849 as U.S. Representative of the Fourth Indiana Congressional District, a largely Quaker and antislavery area based around Wayne County referred to as the “Burnt District.” Julian was a Free Soil Party leader, a single-issue party dedicated to opposing slavery extension, and later the institution of slavery itself. During his term, he supported legislation providing for abolition and equal access to public lands.
Julian gave several speeches in Congress advocating for the end of slavery and the repeal of the Fugitive Slave Act. His most poignant speech was likely “The Slavery Question” which he delivered to the House in 1850. He also frequently presented petitions from abolitionist citizens of states across the county where he spoke or attended meetings. In 1851, he presented petitions from citizens of Massachusetts for the repeal of the Fugitive Slave Act. Julian also presented a petition from Indiana Quakers “against the existence of slavery generally and particularly against the Fugitive Slave Law.” Julian then requested that the committee to which the petition was referred “report a bill for the repeal of the fugitive slave law.”
In 1851, Julian spoke to Congress about why he supported the Homestead Bill, which would distribute public land in limited quantities freely to settlers who would live on and improve their plot, or “homestead.” Julian argued that all people had an “inalienable” and “natural right” to make a home from the soil. He argued against the contemporary practice of providing large grants to companies and speculators who then required that people work for and rent from them. He referred to land monopolies in the North as “white slavery.” He used the opportunity to make a strong argument against slavery as well. He argued in front of Congress that the vast plantations of rich slave owners were not as productive as they would be if they were broken into plots held by individual owners. Julian said:
“The freedom of the public lands is therefore an anti-slavery measure. It will weaken the slave power by lending the official sanction of the government to the natural right of man, as man, to a home upon the soil, and of course to the fruits of his own labor. It will weaken the system of chattel slavery, by making war upon its kindred system of wage slavery, giving homes and employment to its victims, and equalizing the condition of the people.”
The bill failed in both the House and the Senate. According to historian James L. Roark’s 1968 article in the Indiana Magazine of History, Julian’s abolition argument may have hurt the bill’s chances of passing. Eleven years later however, after Julian’s return to Congress, the Homestead Act was passed.
Nomination for Vice-Presidency, 1852
The 1852 presidential election was mainly a contest between Whig candidate General Winfield Scott and Democratic candidate Franklin Pierce. The Free Soil Party, however was the strongest third party in the running, ahead of the Know-Nothings, Union, and Southern Rights parties. The Free Soil Party named founding member Senator John P. Hale of New Hampshire as their candidate and chose George Washington Julian as his running mate. The Free Soilers had little hope of winning. Most people were tired of the agitation around slavery issues and were satisfied by the Compromise of 1850, which temporarily neutralized the problem for many. However, for those morally opposed to slavery, a compromise was unthinkable and so they continued their political agitation for free soil. Wanting to maintain unity for the Union, most people voted for those candidates who supported the Compromise. The Hale-Julian ticket received only 155,825 votes out of over three million cast and no electoral votes. However, the Free Soil Party leaders, including Julian, went on to become essential in the establishment of the new Republican Party only two years later. After the loss, Julian returned to his law practice.
Fugitive Slave Cases
In 1850, Congress passed the Fugitive Slave Act , which not only prohibited Hoosiers from aiding escaping slaves but required them to return self-emancipated African Americans to their enslavers. Many opposed the law and challenged it in the courts. In the 1850s, Julian acted as a lawyer both for African Americans who were claimed as slaves and for those white Hoosiers who had helped slaves escape. According to Julian biographer Patrick W. Riddleberger, “after 1850 a lawyer in any of the states lying on the north shore of the Ohio River could, if he were so inclined, devote some of his practice to fugitive slave cases.”
In December 1854, Julian and E. H. Brackett acted as defense attorneys in a case against Benjamin Waterhouse, who was accused of harboring fugitive slaves named Tom and Jim. Tom and Jim allegedly escaped from Kentucky slave master Daniel Payne and travelled through Indiana to Canada. Waterhouse was found guilty of harboring the men while in Indiana. The law provided for a much harsher penalty, but due to Julian and Brackett’s efforts, Waterhouse served only one hour in prison and paid a $50 fine – a small success for those working to defeat the Fugitive Slave Act.
In December 1857, Julian served as an attorney in a complex set of related cases challenging the Fugitive Slave Act on behalf of an African American man, likely named West. A Kentucky slaveholder named Austin Vallandingham claimed that West was his slave and that he had escaped into Illinois. Vallandingham sent a slavecatcher to apprehend West. When the slavecatcher took West from Illinois, intending to bring him to Kentucky, they passed through Indianapolis. This gave Julian and other abolitionist lawyers an opportunity to challenge the Fugitive Slave Act and possibly aid West. The abolitionists tried several different tactics, and were involved in trials at the local and federal levels. They began by charging Vallandingham with kidnapping a free man. Indianapolis Judge William Wallace released West but he was immediately arrested by a U.S. marshal on charges from Vallandingham of being an escaped slave. Julian and other abolitionists now acted as West’s defense in a trial before U.S. Commissioner John H. Rea. Vallandingham was unable to provide official documentation of ownership and gave inconsistent testimony and evidence throughout the trial. Strangely, in an attempt to prove that West was indeed his slave, Vallandingham testified that he had cut off one of West’s finger joints — but West had no such injury. Among other tactics, the defense tried to delay the case, cited the Dred Scott Case, and argued that by bringing West into Indiana, where slavery was illegal, Vallandingham had unwittingly freed West. Despite their best efforts, the abolitionists were unable to help West. In his Political Recollections, Julian wrote, “After allowing secondary proof where the highest was attainable, and permitting hearsay evidence and mere rumor, the Commissioner [Rea] granted his certificate for the removal of the adjudged fugitive…” When the case was brought again to Judge Wallace, Julian explained that “under cover of an infamous law, and by the help of truculent officials, he [West] was remanded into slavery.”
When all hope of a fair outcome was lost, Julian and others sympathetic to West, attempted to plan his escape. Julian recalled:
“The counsel for the negro, with a dozen or more who joined them, resolved upon one further effort to save him. The project was that two or three men selected for the purpose were to ask of the jailer the privilege of seeing him the next morning and giving him goodbye; and while one of the party engaged the jailer in conversation, the negro was to make for the door, mount a horse hitched near by, and effect his escape… unfortunately [he] mounted the wrong horse…and when he saw the jailer in pursuit, and heard the report of his revolver, he surrendered, and was at once escorted South… This is the only felony in which I was ever involved, but none of the parties has any disposition whatever to confess it at the time.”
United State House of Representatives, Thirty-Seventh through Forty-First Congress
In 1854, Congress passed the Kansas-Nebraska Act which repealed the Missouri Compromise and allowed slavery into the U.S. Territories. The bill was sponsored by Illinois Democratic Senator Stephen Douglass and supported and signed into law by Democratic President Franklin Pierce. Opposition to the Democratic administration and especially the extension of slavery united various disparate political groups into a new party –called the Republican Party nationally, but called the People’s Party in Indiana. In 1854, the young Indiana party was more conservative than the national Republican Party. The People’s Party resisted adopting the name “Republican” because of its association with the eastern abolition movement that many Hoosiers saw as too radical. Henry S. Lane was essential in organizing the People’s Party in Indiana. Lane’s influence over the older Whigs brought most into the People’s Party, while abolitionists joined because of the anti-Kansas-Nebraska Act platform. A dynamic and popular speaker, Lane also helped to convince many Democrats and Know-Nothings who were opposed to slavery extension to join the People’s Party. With the goal of bringing as many people to the new party as possible, leaders maintained a moderate position in the 1850s, publicaly speaking against only the extension of slavery, not advocating for its abolition. Julian, however, was considered a Radical Republican as he opposed the institution itself and called for abolition.
In Indiana and nationally, many Republican leaders catered to the Know-Nothing members, but Julian vehemently opposed the nativist, xenophobic party. Julian believed that immigrants made the country stronger. In an 1855 speech delivered in Indianapolis, Julian said of immigrants:
“Let them come. Trodden down by kingly power, and hungering and thirsting after the righteousness of our free institutions, let them have a welcome on these shores. Their motive is a very natural and at the same time honorable one, — that of bettering their lot. They prefer our country and its government to every other. . . To proscribe him on account of his birthplace is mean and cowardly as to proscribe him for his religious faith or color of his skin. It is the rankest injustice, the most downright inhumanity”
Julian served as a delegate to the 1856 Republican National Convention, the first for the newly organized party. In 1860, Julian was again elected to the U.S. House of Representatives, this time as a Republican. The Goshen (Indiana) Times reported that Julian was elected by a “nearly 6,000 majority” and called him “one of the ablest men in the State.” Other newspapers complained that he was too radically abolitionist and would cause discord in the tentatively united and relatively new Republican Party where many were adamantly anti-African American despite being anti-slavery. Julian arrived in Washington D.C. February 1861, in time for the secession crisis. He opposed compromise measures that would have sacrificed the abolitionist cause to avoid secession. Julian disagreed with abolitionists who would have let the south secede, abandoning four million people into slavery.
During the Civil War, Julian served on the Joint Committee on the Conduct of the War which investigated management of the war and encouraged emancipation and employment of African Americans, first as laborers, and later also as soldiers, as means of winning the war. In an 1862 congressional speech, Julian argued: “In the battles of the Revolution, and in the War of 1812, slaves and free men of color fought with a valor unexcelled by white men. Are we afraid that a like honor to the colored man would be repeated, and thus testify against his enslavement?”
Throughout the Civil War, he worked to make clear that slavery was the cause of the war and that only complete freedom for all people would justify the losses caused by that war. In an 1862 speech to Congress printed in the Liberty (Indiana) Weekly Herald, Julian stated:
“Sir, the people of the loyal states understand . . . They know that slavery lies at the bottom of all our troubles. They know that but for this curse this horrid revolt against liberty and law would not have occurred. They know that all the unutterable agonies of our many battlefields, all the terrible sorrows which rend so many thousands of loving hearts, all the ravages and desolation of this stupendous conflict, are to be charged to slavery.”
According to Vernon Burton’s 2001 essay in A Companion to 19th Century America, “Despite the mountains of scholarship that has been produced, no consensus exists on the causes or consequences of the war, except that all serious historians credit slavery as its underlying root.” Julian and other Radical Republicans were ahead of their time in recognizing slavery as the main cause of unrest and war. Once abolition was achieved Julian worked toward rights for African Americans and women, especially that of suffrage. He also fought for the common person’s right to hold land, standing up to large railroad companies that were taking public lands for private use. However, he did see a shift in attitude in his own lifetime. Julian wrote in his Political Recollections, “step by step I saw my constituents march up to my position” and accept that ending slavery was essential to moving forward as a democratic nation.
Julian argued in Congress in support of the Homestead Act in 1862 as a measure to benefit the Union. By this time, land appropriation by railroads, capitalist groups, and speculators had increased and a more effective homestead measure was called for by Republicans. Julian spoke during the debate, advocating for homesteading as the best way to bring money to the Union and repay the nation’s debt to it’s soldiers, black and white. Lincoln signed the Homestead Act May 20, 1862. Julian stated that its passage was “a magnificent triumph of freedom and free labor over the slave power.”
Julian also supported the Second Confiscation Act of 1862 which would confiscate all property from rebels and redistribute it as homesteads for people who had aided the Union – including African American soldiers and laborers. He championed bringing homesteading to the South to break up the plantations, thus destroying both the aristocracy and the land monopolies. Julian furthered his ideas on abolition and land confiscation during a debate in Congress in 1862. He stated that the war was a fight to end slavery and demanded “instant, decisive, defiant action” to emancipate enslaved people (not just a proclamation of emancipation). His plan included: arming freedmen, confiscation of all rebel property, and redistribution of plantation land to freedmen. Redistribution of rebel lands to freedman became one of Julian’s main concerns during the war.
Julian was appointed Chairman of the Committee on Public Lands in December 1863. For the next eight years he used this office to work to combine abolition (later reconstruction) and land reform. Julian presented a sweeping land reform bill to Congress March of 1864, that would redistribute millions of acres of southern land to soldiers and freedmen, a repeal of the joint resolution of the previous year. Julian argued for homesteads for black soldiers in Congress:
“They have enlisted in the service of their country; they are enduring all the perils and hardships of war; they are helping by their valor achieve our victories and save the nation from impending destruction; they are to-day covering themselves with glory under General Grant, in driving back General Lee and his legions . . . Why would [one] . . . refuse to grant them, at the end of the war, a home on the land of their oppressors, who have enslaved their race for more than two hundred years, and at last sought both their lives and the life of the Republic?”
The bill narrowly passed the House May 12, 1864, but before it reached the Senate, the Attorney General ended confiscation. In 1866 Congress passed Julian’s Southern Homestead Bill which gave 50,000,000 acres of public land in the South to homesteaders.
In 1865, Julian argued for suffrage rights for southern blacks. In a speech to Congress, Julian advocated for “the immediate bestowal of the elective franchise on all loyal men of the South, irrespective of color.” According to the Union City (Indiana) Eagle, “Not alone from motive of philanthropy or of exclusive justice to the black man — by the aid of whose blood and toil the rebellion had ultimately prostrated — was this urged, but also from the consideration that the best interests of the entire country, and especially the salvation of the Sothern States, demanded it.” The Indiana State Sentinel reported that Julian made a speech in Muncie in which he said the people of Indiana will have to decide on negro suffrage, not Congress but that he “fully committed himself to the principle of universal suffrage.” While Julian believed in universal suffrage, he worked to achieve the vote for southern blacks first as it was more likely to be granted because northerners worried about southern leaders returning to power. Julian recalled this suffrage campaign in his Political Recollections:
“My task was an arduous one, but I found the people steadily yielding up their prejudices, and ready to lay hold of the truth when fairly and dispassionately presented… The question involved the welfare of both races … not merely the fate of the negro, but the safety of society. It was, moreover, a question of national honor and gratitude, from which no escape was morally possible. To leave the ballot in the hands of the ex-rebels, and withhold it from these helpless millions, would be to turn them over to the unhindered tyranny and misrule of their enemies…and making the condition of the freedmen more intolerable than slavery itself through local laws and police regulations.”
According to the House Journal and Congressional Globe, Julian proposed a constitutional amendment to Congress December 8, 1868 (H.R. 371). The bill was ordered to be printed, but does not appear with the other Bills and Resolutions of the 40th Congress. According to Julian’s Political Recollections, the amendment read: “the right of suffrage in the United States shall be based on citizenship, and shall be regulated by Congress… all citizens of the United States whether native or naturalized shall enjoy this right equally, without any distinction or discrimination whatever founded on race, color or sex.” After the resolution was voted down, Julian attempted to make further inroads for women’s suffrage by presenting more targeted bills, including House Resolution 1530 which would have given the women of the District of Columbia the right to vote, and House Resolution 1531 which would have provided women in the territories with the right to vote. He continued this tactic for the rest of his term in the House. According to the House Journal and the Congressional Globe, Julian introduced another resolution (H. R. 15) during the 41st Congress, First Session, proposing a constitutional amendment granting universal suffrage in the next Congress, which he modeled after the recently passed Fifteenth Amendment. Women were not granted the right to vote until Congress passed the Nineteenth Amendment in 1920.
Julian slowed the pace of his work only slightly after he left Congress in 1871. He moved from his long-time home in Centerville to Irvington (Marion County) in 1873. (Julian’s home in the Irvington Historic District still stands). By this time he had become disillusioned with the corruption of the Grant administration, and drifted from the Republican Party to a tentative commitment to the Liberal Republican movement which was working for civil service reform. Julian represented Indiana at the Liberal Republican Convention of 1872 where the other delegates put his name forward as a vice-presidential candidate, but he did not receive the nomination.
At the 1872 Democratic Convention, Julian’s name was put forward as a congressional candidate. While this may seem strange, there are several reason Julian would have been amenable to this proposal. Again, there was his dissatisfaction with the Republican Party, but also Julian had changed his views on southern Democrats drastically. While he called for their punishment immediately following the war, he now felt that the 14th and 15th Amendments had settled the war and the goal should be peace, amnesty, and unity. In many ways, he naively though that his work for equal rights for African Americans had been successful and accomplished. The Liberal Republicans were overwhelmingly defeated in 1872 and Julian moved further toward the Democratic Party. By 1876 he actively campaigned for the Democrats, while stressing his role as an independent voter and political parties as temporary organizations useful only as long as they work for specific goals. Still claiming his independence, Julian campaigned for the Democrats in 1880 and 1884. In 1885 Julian took public office for the last time in his life. President Grover Cleveland appointed him Surveyor General of New Mexico as a reward for his service to the party. He served until 1889, dealing mostly with land claims. In 1889 he moved back to Irvington where he lived relatively privately and quietly until his death in 1899. He is buried at Crown Hill Cemetery.
On the evening of April 14, 1865, an assassin shot President Abraham Lincoln. He died the next day at 7:22 a.m. While Union soldiers hunted the conspirators, the nation went into mourning. The funeral for the assassinated president took place April 19, 1865 at the White House. The New York Times reported that “thousands wended their way up the capitol steps, into the grand rotunda, by the bier and coffin of the President… their homage was silent and tearful.” On the morning of April 21, a military guard placed Lincoln’s casket in the ninth car of a funeral train which was draped in black. The casket of Lincoln’s son William who had died in 1862 was also aboard for the trip back to the Midwest.
The train, which also carried friends, family, high ranking officials, and a military guard, left Washington D.C. destined for Lincoln’s home town of Springfield, Illinois, on April 21. The War Department directed the procession which declared the tracks along the route to be “military roads.” On April 30 the Lincoln funeral train passed into Indiana where Lincoln spent much of his youth (1816-1830). The War Department directed: “The route from Columbus to Indianapolis is via the Columbus and Indianapolis Railroad, and from Indianapolis to Chicago via Lafayette and Michigan Railroad. In order to guard against accidents, trains will not run faster than twenty miles per hour.”
The train stopped in Richmond first, at 3 a.m., to the sound of tolling bells and a crowd of somewhere between 12,000 and 15,000 people. Here, Governor Oliver P. Morton and almost 100 elected officials paid their respects. The governor and other several other high-ranking officials boarded the train for the trip to the state capital.
At 3:41 a.m. the train arrived in Centreville, home town of Congressmen George W. Julian, a steadfast abolitionist and supporter of women’s rights. Next it passed through Germantown and Cambridge City, home of Union General Solomon Meredith. As the train passed through Dublin at 4:27 a.m., almost the entire town was standing on the platform in the rain. Next the train stopped in Lewisville and afterwards it slowed as it passed through the small village of Charlottesville, where reportedly a large number of African Americans gathered in mourning. The train passed through Greenfield at 5:55 a.m. and then paused in Cumberland on the Hancock-Marion county border.
The train reached Indianapolis on April 30 at 7 a.m. in the pouring rain. The city was decorated with arches, evergreens, and flags. The Indianapolis city band played the Lincoln Funeral March while soldiers moved the casket to the hearse. The hearse, which was an ornately decorated carriage drawn by six plumed white horses, delivered the casket from the train to the State House through streets lined with people. The Indianapolis Daily Gazette noted “the archways and mourning festoons across the streets, the public and private buildings draped in the habiliments of grief, the funeral procession, the solemn dirges, and, above all, the patient multitude that stood for hours in the drenching rain waiting an opportunity to look upon the earthly tenement so lately vacated by the spirit.”
The coffin was placed in the interior hall of the State House which was lined in black cloth. The Indianapolis Guard of Honor protected the flower-surrounded coffin. The Indianapolis Daily Gazette estimated that 15,000 troops and 60,000 private citizens passed through the rotunda that day. Rain prevented the elaborate ceremonial procession from the State House back to the train depot which had been planned for that evening. Instead, the casket lay in state until 10 p.m., which was longer than planned, and then the hearse carried the casket directly back to the train depot. Mourning Hoosiers followed the carriage and the train left Indianapolis at midnight.
It passed through Augusta, Zionsville, Whitestown, Lebanon, Hazelrigg, Thorntown, Colfax, and Stockwell, before reaching Lafayette. The New York Semi-Weekly Times reported on the trip through these towns: “These are small places, but it seems the inhabitants are on the roadside. Some of them hold torches in their hands, and the surroundings are solemnly lighted. Men stand with uncovered heads as the train hurries on its way.” At Lebanon the residents “hung over the track, suspended from two uprights, a hundred variegated Chinese lanterns.”
The train reached Lafayette at 3:35 a.m. and the Indianapolis Daily Journal reported that in Lafayette “The houses on each side of the railroad is [sic] illuminated, and; as elsewhere, badges of mourning and draped flags are displayed; bonfires are blazing and bells tolling; mournful strains of music are heard, and the people are assembled at all the stations to view the train.” After leaving Lafayette, the train traveled through Tippecanoe Battle Ground, Brookston, Chalmers, Reynolds, Bradford, Francisville, Medaryville, Kankakee, La Crosse, Wanatha, Westville, and Lacroix.
The train reached Michigan City at 8:25 a.m. The Indianapolis Daily Journal reported that it “stopped under a large and beautiful temporary structure, trimmed with black and white and ornamented with evergreens and choice flowers.” The arches were decorated with black and white fabric, evergreens, and flowers. Over each arch were the words “Abraham Lincoln” and a motto. These included, “Our guiding star has fallen” and “Though dead he yet speaketh.” Young women sang the hymn “Old Hundred.” The Times reported, “Many persons are affected to tears.” The paper concluded its description of the Michigan City stop: “Meantime, guns are fired, and the subduing strains of music are heard. The scene is gilded by an unclouded sun.” The Chicago Tribune reported that the morning was “clear and beautiful.”
Finally, it had stopped raining.
Read about the train’s journey to Chicago and then to Lincoln’s home of Springfield, where the President was laid to rest, here.