Juneteenth in Jim Crow Era Brownwood

GENERAL ORDERS No. 3.

June 19, 1865

The People of Texas are informed that in accordance with a Proclamation from the Executive of the United States, all slaves are free. This involves an absolute equality of rights and rights of property between former masters and slaves, and the former connection heretofore existing between them becomes that between employer and free laborer. …

G. Granger

Major General Commanding

“The slave went free; stood a brief moment in the sun; then moved back again toward slavery.”

W.E.B. DuBois  1935

Written by Carl Bodiford – On June 19, 1865, Union general Gordon Granger proclaimed from his headquarters in Galveston the end of slavery in Texas. But emancipation did not mean equality. One of the tragic facts of the Reconstruction era appeared in the form of “black codes” and later “Jim Crow laws” that artfully skirted the citizenship and political rights provided to freedmen in the fourteenth and fifteenth amendments. In the period between 1883 and 1925, state and local governments in the south, bolstered by the Supreme Court, firmly established a rigid legal structure intended to insure a subordinate status for African Americans. In Brownwood, Jim Crow restrictions were comparatively lax. Nevertheless, the very existence of any such limitations and the prevailing assumption of racial inequality must have constantly chafed those who yearned for the “blessings of liberty” promised in the Constitution. The African – Americans of Brownwood who annually celebrated ‘Juneteenth” persevered despite the glaring contradictions of Jim Crow Era racism and fit well among those who we today categorize as Brown County heroes.

Richard A. Hester was one such hero. At a time when racial discrimination stood firmly as a foundational cultural tenet, he worked ardently for equal rights and lived a life that exemplified good citizenship. Hester gave the speech at the Brownwood “Emancipation Day” celebration in 1914. History has not left us the details of the where or specifics about the audience.  Nevertheless, we would not strain credulity by assuming that the location was likely one of the local African American churches and the audience probably peopled by members of that community.

 A little more historical data might add to the significance of Hester’s speech. Disfranchisement (taking away the right to vote) of the Negro was in 1914, actively being considered in the House of Representatives. President Woodrow Wilson was systematically removing African Americans from federal appointive positions and segregating and demoting those who were retained. Lynching (the execution [often brutal] of primarily African Americans) had become epidemic in the nation. Between 1906 and 1915, 620 Negroes as opposed to sixty – one whites had been victims of extra – legal “justice.” (The Negro Yearbook, 1937-1938, p.156.)

The urgency of the moment must have pressed palpably on both the speaker and his hearers. For them, things seemed to be moving from bad to worse. Hester, who would later become a leader for civil rights in the Dallas N.A.A.C.P., spoke with a clarity and resolve that pre – dated the eloquence of later civil – rights leaders. 

“The American government must learn that a disregard of the Constitution and the rights conferred upon her citizens will redound to her discredit and precipitate disgrace…. The infringement upon the rights and an infraction of the privileges of the citizens … argues the inability of that country to measure up to the demands of her Constitution. The government is pledged to the task of giving protection to every citizen, to see that he enjoys life, liberty and the pursuits of happiness, and in all candor, we declare this is not the case. There are times when this section of the Declaration of Independence is not granted to the American citizens as a whole. We declare … that the governmental responsibility will be demonstrated when she shall grant this privilege to every man in America without regard to race or previous condition.”

 (Thanks to Carol Hester Spratt for providing a copy of her grandfather’s speech.)       

Below are just a few items that demonstrate what life was like for African American citizens of Jim Crow Era Brownwood. The presentation of this information is not intended to engender guilt or foster sorrow. However, honest appraisal of our past is the best means of accomplishing those high ideals set in the Constitution.  

• The by – laws of many local white churches excluded Negroes from membership.

• African American children attended an under – funded segregated school with sub – standard facilities and equipment. Despite these handicaps, the “colored school” which was later named Hardin School established and maintained a tradition of academic excellence. While Brownwood I.S.D. is notable for being one of the first school districts to begin desegregation in the fall of 1955, it is also true that ending segregation was motivated as a strategy to economize rather than a desire to dismantle racial discrimination. ( Brownwood Bulletin, July 27, 1955. pp. 1, 13.)

• African American men who worked for the Santa Fe Railroad were limited to the most menial positions. Company policy excluded African Americans for consideration in filling the higher paying technical positions.

• African American women who worked outside the home were limited to positions in the domestic work force.

• African American customers could not try on clothing or shoes prior to purchase.

• Public buildings on many local businesses maintained separate restrooms and drinking fountains for African Americans. 

• Local restaurants and cafes maintained separate eating areas for African Americans. Proprietors held the right by law to deny service to anyone for any reason.

• Common practice dictated that African American customers wait until all white customers were served.

• Prevailing racial prejudice in Jim Crow America motivated African American travelers to carry a current copy of the Green Book. This publication listed public facilities and businesses that catered to members of their race.   

Here are a few more items drawn from the Brownwood Bulletin that suggest prevailing racial attitudes during the period. 

• In 1909, the Bulletin advertised the upcoming visit of former governor Mississippi James K. Vardaman. Vardaman’s speech was entitled The Impending Crisis. The speech focused on ideas such as the need to repeal both the fourteenth and fifteenth amendments and the impropriety of spending money to educate the Negro. The paper made no comment regarding the attendance for his speech. (July 16, 1909, p.2.)

• In 1912, the City of Brownwood and the Santa Fe Railroad negotiated an agreement to buy the homes of ten African American families to make room for improvements in the railroad facilities. The Bulletin reported that the city had purchased property in an “out of the way place” for the purpose of the “colonization of the negroes.”  (Oct. 16, 1912, p. 6 and Oct. 28, 1912, p. 3) 

• In September 1914, the superintendent of Brownwood schools shared the opinion that “…the negroes of this country should be educated along industrial lines.” The girls were “to be taught plain sewing and the boys the use of tools.”  The article further explained that the school is “badly handicapped for a lack of proper equipment.” But despite the reported need, the school board voted against providing funds for one Singer sewing machine. (September 22, 1914, p. 6)

• In 1916, the colored school burned down. In early 1917, Coggin Elementary met the same fate. The School Board voted to build a whole new structure to replace Coggin. School administrators decided that the remnants of the ruined building were not worth salvaging, so they planned to sell the charred stone. Not surprisingly, the Board was unable to find a buyer. The problem was solved by taking the stone identified as unsuitable for rebuilding the elementary school across town to build for the colored students a “splendid building sufficiently large to answer all of the requirements of the school for several years to come.” The resulting four room building was half the size of the original Coggin Elementary and a rather tight fit for the nearly one hundred first through eleventh grade students. (May 11, 1917 p. 1) 

• In 1918, the Bulletin advertised the showing of The Birth of a Nation at the Lyric Theater. This crudely racist film which premiered in 1915 was highly popular across the nation.( March 8, 1918, p. 6)  

• In 1947, the Hardin High Tigers began their football season in November. The late start was due to a lack of equipment. Accepted practice at the time provided that helmets, pads and such were handed down from Brownwood High School for use by the Hardin players. For some unrecorded reason, the delivery was late that year. The Tigers lost that first game in a 34 – 0 romp to a strong Abilene Woodson team that we might presume had the benefit of playing a full season. (November 9, 1947 p. 7)  The Brownwood Lions completed a full complement of games in the 1947 season with respectable 7-2-1 record and as co – champions of district 9 – 2A. (1948 Brownwood High School Yearbook) 

Let me close by suggesting that “Juneteenth” rivals Independence Day in significance, not just for the ancestors of slaves, but for every American who loves freedom. Happy Emancipation Day!