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.................. Dr. White wishes to acknowledge the vital aid given the project by Mr. T. B. McPherson who lived and made thirty-six years of Lincoln High School history. The author also received assistance from members of his graduate course in the History of Education at the University of Florida and from friends of Lincoln High School. Alumni Committee Newspaper Committee Interview Committee School Board Records Committee Lincoln High School Records Editorial Committee Sally Ann Rice Bonnie Bennett Barbara Keener Maria Llabre Len Richardson Barry Frenchman Paul Grossman Terry Leira Ann McKirachan Richard Palmer Kandy Friese Richard Peterson Susan Kilmachte Diann Lapin Dottie Roberts Paul Grossman Tana Lee White "I cried when Lincoln closed. It was my senior year and I felt lost." So recalls Jacqueline Fuller, a student at Lincoln for five years when Principal John Dukes officially ended Lincoln as a black academic high school on January 31, 1970. For nearly half a century this school had been a source of pride and inspi- ration for Gainesville's black community. According to Neil Butler who graduated in 1917 and became mayor of Gainesville the year after Lincoln closed, the students felt "fantastically happy at belonging there." Mrs. Cornelius Jones Smith, Lincoln's librarian for the final fifteen years, described the school as "magnetic.' Others connected with the school used such terms as "beautiful heritage," "pride," Happiness," "I loved Lincoln," "sense of belonging," "child centered" "a warm family setting" and solid soul." The man most responsible for this warm spirit was A. Quinn Jones. Born in the heart / of Florida's tobacco country near 0uincy, in __, Jones realized his drive for self betterment when taking his first job at age eight to help support his seven brothers and sisters. From his father a truck farmer, he had already learned frugality and the value of hard work. The principal of the one-room schoolhbuse which Jones attended encouraged him to go on to high school and to Florida A & M University in Tallahassee. True to those who believed in him, Jones paid his way through high school and college by working in a tobacco factory, delivering milk on his campus, cleaning university buildings and serving as head waiter in the school dining room. In June 1915, the month he graduated, Jones began his teaching career in a converted church for $22.00 a month. The next year he became princi- pal of a four-teacher school in Marianna, Florida for $25.00 a month. In the year 1917, he practically doubled his salary as head of the Pensacola elementary school and after another year, he increased his salary to $90.00 a month by taking over as principal of a black high school with eight teachers in Pensacola. After three years at this school his ability became widely known and in 1921, Alachua County.r Superintendent of Education Mr. E. R. Simmons hired him at $125.00 a month to become principal of Union Academy in Gainesville. This school deeded to the black population by the Freedmen's Bureau in 1868 and taken over by the board thiry years later had been allowed to deteriorate into an over crowded, rotting wooden structure. However, in July 1920, county free- holders had passed a bond for $150,000 to build a new high school for whites and "a new black schoolhouse." In March 1922, the board received an acceptable bid to build the schools. Named by its patrons for Abraham Lincoln, the new black school opened in September 1923. The five black patrons including Charles Chestnut Sr., a funeral home owner, and Charley Duval, a shoe store owner had worked closely with Mr. W. R. Thomas, President of the First National Bank and trustee for Gainesville's special tax district, to insure that black children received a superior facility. Their efforts resulted in a two story brick building considered the best black school structure in Florida and which equaled the new high school built for Gainesville whites. Plack children sat at "patent" desks in sixteen beautifully plastered classrooms, each with four large windows, cloakroom storage closet, black- boards and two hot-water radiators. They walked on solid oak floors down airy twelve-foot-wide corridors and drank from four water fountains placed outside two modern restrooms. According to a student who had attended both schools, to compare Union Academy with Lincoln High School, "is like comparing and outdoor privy with a fine tiled bathroom." Jones prepared to place the school among the best in the South. Convinced that education went beyond the hours of the school day, he involved himself and his teachers deeply in the lives of the record 800 students who filled his building nearly to capacity in September, 1923. Finding the county road department too busy landscaping Gainesville High School to plant anything around Lincoln, Jones and his teachers did their own landscaping. Similarly, when he found that the school did not have a library he launched a book drive that amassed a dusty collection of books, mostly from attics, that helped make Lincoln the second black high school accredited by the state of Florida. It seemed that every obstacle represented an invigorating challenge to "Prof." Jones. Warned by the school board during his first year that a shortage of funds would close Lincoln three months early, he kept the school going with a successful fund-raising drive. Students soli- cited money door to door while faculty, admini- stration and P.T.A. planned money-raising events including a benefit concert by the Clark College Singers of Atlanta at Mount Pleasant M. E. Church. The drive raised $600 that increased with donations left at Duval's Shoe Store on East Union Street enabling Lincoln to graduate eight young people. Members of this group later became a college math professor, a school principal, two Lincoln English teachers, a physician, a sports editor and a musician. The fondest memories of Lincoln's former students often involved the personal interest Jones and his faculty had taken in them. John Dukes speaks of the time during his student days in 1947 when Jones took him aside to talk to him and "he even put his hand on me." John Cheeseborough, a 1935 graduate who went to the University of Southern California and became a respected Los Angeles accountant, traces his success to the way "Prof." Jones taught algebra. Another former student stressed that Jones never had to strike a student and one afternoon quieted a noisy auditorium "simply by moving his ears." The Lincoln faculty, many of them former graduates encouraged by Jones to go on to college and then return to their high school alma mater as teachers, took similar interests in their students. A home room teacher guided the same children through the twelve grades. These teachers often provided needy students with clothing, food and shelter. Extracurricular activities proliferated as teachers gave freely of th6ir time, even meeting with students on Sunday. In preparation for the frequent teas, parties and special events, the girls dressed in the teachers' homes. For most students their out-of-class, school activities contributed vitally to their development because teachers sermonized on Christian living and gave advice on personal problems. This fostered a feeling of commitment at Lincoln, what many referred to as "belonging to a great family." Such dedication led to inspiring teaching. Mrs. Mabel Dorsey, a 1939 graduate who taught between 1944 and 1968, describes her popular "Marriage and the Family Course," during which she used role playing, community experts, obser- vations and problem solving to deal with courting, marriage, homemaking and "having babies." Sam Taylor, who graduated in 1965 and six years later was elected president of the student body at the University of Florida, remembers a teacher who "turned me on to English." He adds that perhaps another fifteen percent have stable jobs while the rest entered the services or "trusted to luck." The most popular activity at Lincoln was football. First organized at the school in 1923 by volunteer Coach Charles Chestnut Sr., Lincoln vent undefeated for its first season against such opposition as Cookman College of Jacksonville and against lstak College. The team's first defeat sparked considerable interest with the Gainesville Sun reporting on November 18, 1924: "Battling fiercely against overwhelming odds the game Lincoln High School eleven bowed its color in defeat." The article described how "a huge pack of Negro heavyweights were the conquerors of the local machine." However, not until the McPherson years did football attain its zenith at Lincoln High School. A graduate of Florida A & M University, who had played football under Mr. Charles Chestnut, Sr. Mr. T. B. McPherson took over as athletic direc- tor and football coach in 1933. Playing both high schools and colleges, many with more students than Lincoln, his teams vent undefeated for the first eight years. In 1939, Lincoln captured a national Negro Championship and began attracting large crowds composed of both races. Mr. McPherson retired as coach in 1949 with a record of 222 wins, 13 losses, and 22 ties. Mr. McPherson, who stayed on as athletic director, gave youth more than football. Often referred to as "Reverend" he taught his boys friendship, respect for authority and discipline. He also helped them to believe in themselves and for some secured athletic scholarships. A good scout, McPherson supported promising country boys in his home while they won trophies for Lincoln as McPherson's "corn-fed boys." Famed athletes developed under McPherson's tutelage. Jerry Simmons played for the Chicago Bears, Wayne Patrick plays for the Buffalo Bills, and Larry James Plays for the Canadian Football League. McPherson, also the track coach, led his team to the Florida State Track Championship in 1935 and one runner Ralph Brockington vent to the nationals in Dallas, Texas. Jesse Heard, a football player under C*Vat- 1cPherson who after playing for the San Diego l Chargers returned to Lincoln, has among his t QI outstanding memories, "graduation day and my return [to Lincoln] as an instructor and head football coach" from 1963 to 1969. Football inspired "fantastic Spirit." Pep rallies preceded every home game where the school colors of red and white for courage and purity, and the school mascot, a terrier symbolizing intelligence, were prominently dis- played. Students thunderously expressed how "very proud they were of the "Big Red." Only the marching band rivaled football in popularity. In spite of being denied county funds, Jerry C. Miller started a band in 1946. He solicited between $1400 and $1500 in the community which together with donated instruments was enough to equip forty marchers. The band gave its first concert in April 1947 with the boys dressed in white shirts and white pants, black shoes and black tiel Subsequent fund-raising efforts provided uniforms of confederate gray which were later changed to royal blue and finally to red and white. Practicing until 1956 in a two-room "shack" across from the school, "the mighty Lincoln band" livened up football games, marched in many paradeft took prizes against larger school bands and became the first black band to march in the Gator Bowl. Together with Lincoln's famed choral group, the band performed popular renditions of the Battle Bym of the Republic, Exodus, Impossible Dream and during the final year did Bye Bye Birdie. Lincoln soon became the center of the black community. People looked forward with excitement to attending the school's various function, and the athletic teams received support whether they were "up or down." Neighborhood school facilities while children and adults wandered through its halls and grounds. Proud to have their own neighbor hood school, black citizens gave generously to fulfill Lincoln's needs and "you could raise $100 to $200 in an hour for something like the Miss Lincoln Contest because everybody knew the government wouldn't give us money." If a girl didn't have a formal for the Junior-Senior Prom someone would get her one, another would get her shoes and another would pay to get her hair done. For black youth, Lincoln was the place where you showed off your new clothes or met your girl friend from Alachua. A 1964 graduate described it as "our place in the community, it all happened there." Unfortunately, racial discrimination lurked beneath the surface of Lincoln's apparent success. Until 1954, the salaries of Lincoln's teachers averaged about ten to thirty percent below those of white teachers with similar background and responsibility. Even in that year, Jones's salary was $700 below the salary paid the princi- pal 6f Gainesville High School, although Jones had more experience, equal educational qualifica- tions and headed fifty-nine teachers while the white administrator led only forty-six teachers. During Lincoln's first years when the required texts were bought by the children, teachers carried on with "a book here and there." Later, when the state provided the books, former students remembered being hurt when they discovered that their books were "hand-me-downs" from white schools. Even a Lincoln diploma only cost the board $.90 each in 1941 while a Gainesville High School diploma cost $1.85 each. Old timers remembered double sessions in the elementary school as enrollment creeped up to 1,250 students by the 1930's, 400 over the buildings capacity. Partitions appeared in class- rooms which remained "terribly crowded with thirty to thirty-two students." Sprinkled among the school population were young people from the country, who lived alone in Gainesville or with relatives, so they could attend Lincoln, for many years the only black high school in Alachua County. In 1953, students and teachers volunteered to take materials from two abandoned white schools forc.a classroom annex which saved the county school board $5,000. Maintenance was a chronic problem. With a maid and a janitor serving as the total staff, the-students volunteered to keep the school clean. In November, 1952, the P.T.A. had to request that the school board have the playground leveled and the incinerator cleaned. Drop outs persistently plagued Lincoln's staff. In 1938, it was estimated that of every 250 students who entered the eighth grade, only between 35 to 50 would graduate. A 1943 graduate remembers that of the 110 children who started with him in the first grade 33 made graduation. Principal Dukes stressed that even in the later years the drop out rate was very high, citing pregnancy, marriage and economic problems as the major causes. Others inter- viewed, stated that during most of Lincoln's history of high school diploma only qualified a black for the same menial job that his friend had obtained two years earlier by dropping out of school. Segregation necessarily isolated the black community. Racial mixing in Gainesville was extremely rare during the Lincoln years. Even a man of A. Quinn Jones'sstature could not par- ticipate in the white principals' meetings. The major liaison between the communities was a black by the name of Harold "Rat" Jones. He made things run smoothly and "kept the black comnmity from interfering with the white system." Though the county had hired a white to supervise black schools, Jones did all the hiring and firing and gave each teacher his check in person. According to Al Daniels, a 1946 graduate who later served as the last chairman of Lincoln's social studies department, Jones ran a "tight ship" from an old building on the Lincoln campus. Despite such conditions Prof. Jones quali- fied the school for regional accreditation, but school officials refused the necessary recommendation, In 1942, after it Was discovered that the Florida Committee of the Scouthern Association of Colleges and Schools had visited Lincoln, a county school official warned Jones "D--- that Southern stuff." Lincoln's principal understood that black education wasn't very popular in the state. Rumblings on the national level indicated that such conditions would soon be changed by federal power. In 1954 the United States Supreme Court in the unanimous decision of Brown vs. The Board of Education declared segregated schools "inherently unequal" and against the United States Constitution. A survey indicated that after Florida blacks heard of the decision most thought full integration would be accomplished in ten years. However, school officials in Gainesville, like many in the rest of the South, tried to avoid federal action by equalizing the dual school system. Since the late 1940's the board had contemplated building each race a new high school. But not until June 2, 1954, two weeks following October 2, bids accepted for a $1,058,465 black high school and a $1,179,525 white high school. The board also decided that Lincoln would become a junior-senior high school fed by three black elementary centers, one of which was later housed in the old Lincoln building renamed A. Q. Jones. Finally, in July 1956, the board accepted the new structure, two months after the Supreme Court had ordered the lower courts to begin enforcing school desegregation "with all deliberate' speed." Black adolescents now received their education in a magnificent structure. Architectural plans had been drawn in consultation with members of the faculty, administration and black community. The resulting building reflected the most modern techniques of design to comfortably accommodate 1500 students. Special features included thirty spacious classrooms with walls of black boards and bulletin boards, science laboratories for physics, chemistry, biology and general science, a library with seats for 1500 patrons and with 14,000 volumes, 10 for each youth enrolled in the first class of September 1956, a gymnasium with the best lighting and hardwood courts in North Central Florida and an auditorium with a "marvelous" 110 foot roof span and 800 seats. Other advantages included walls of stucco and steel instead of masonry, covered walkways with sliding doors for weather control and 54 acres of playing field. On March 17, 1957, the Gainesville Sun proudly announced that Lincoln High School had been selected by the American Association of School Administrators as one of the outstanding new schools in the United States. With occupation of this facility, the pupil-teacher ratio fell below 25 to 1 making the school again eligible for regional accredi- tation. Jones had taken advantage of the more generous attitude after the 1954 Supreme Court desegregation decision to complete the three- year self-study required for accreditation. During this period he had assured approval by persuading one of his teachers to become a certified guidance counselor and another to become a certified librarian. On January 31, 1957, A. Quinn Jones retired after serving Lincoln for thirty-four years, but the school continued to prosper from his dedicated labor and the following academic year became the second black school in Florida's history to gain accredittion-'from the Southern'Association. Notwithstanding, racial discrimination continued to undermine the school's program. Black youth remained isolated in the canmunity and when Sam Taylor asked to visit Gainesville High School in 1964, Lincoln's principal said, "It could not be done." With about seventy percent of the children bussed in from outside Gainesville, many passed white schools, distance precluded most of these children from enjoying sports, dances and other special events. Crowding became an increasing problem with the school's enrollment, going eighty-four over the building's capacity by 1965. The drop-out rate stayed high averaging near thirteen percent of the enrollment each year between 1959 and 1965 and several children were below grade level in reading and mathematics. The textbooks, still ancient hand-Ae-downs from the white high school, were always too few to serve the forty to fifty students sometimes assigned to one classroom. The lack of air conditioning made the school sizzle in the Florida sun. Because of poor site location, water seeped into the lower rooms and the gymnasium floor had to be replaced. In 1964, the Southern Association put Lincoln on warning. For some time the atmosphere at Lincoln, because of crowding and teacher overloads, had become what one former admina- strator called "do your own thing." When the evaluation team came to the school, Sam Taylor claimed it was a "farce." Books appeared in classrooms, students stayed in their seats, dressed their best, were issued hall passes, while teachers taught for four days. As soon as the team left the building things returned to their "normal chaos." Yet, the Southern Asso- ciation warned the administration that seventeen teachers taught overloaded classes, ten teachers taught too many classes per day and the library was 1500 volumes below standard. Under such conditions Dukes recalls that towards the end of Lincoln's history less than twenty percent of the graduates went on to college. Taylor summed it up, "the new Lincoln had a shell of a building that looked good from the outside, very nice." As a result the "integration fever" caught on in the black community. With freedom riders moving through the South in the early sixties and the national government passing civil rights acts, a new awareness penetrated the black community. McPherson's son David related how "in the 1958 to 1964 era, Stokeley Carmichael was the biggest thing. I'11 never forget he spoke at Lincoln and turned everybody's head around." Johnny Rivers, who graduated a decade earlier, remembered that his group "wasn't aware we were being s--- [cheated]. The issues weren't before us as they are now." Soon the talk down at Cleveland's Barber Shop, the center of local gossip, turned to the issue of inte- grating Lincoln High School. With the adoption of a freedom of choice plan by the county board in 1967, many Lincoln students began to drift away. In that year the board had received a federal order to desegre- gate the entire county, Although the board had a plan made in consultation with a state education survey team whereby Lincoln would became a voca- tional-technical center supported by federal, state and local monies and a new high school would be built in the black community to be used by both races, the board decided to forestall federal action by instituting a freedom-of- choice plan. The following September, 360 Lincoln students elected to 'ter white high schools. The next year, another 117 left Lincoln for white schools and in 1969 an additional 276 Lincoln students registered in white schools. While the plan relieved Lincoln's crowding, it tended to draw away some of the schools most talented students. For example, the football team lost much of its effectiveness when the quarterback enrolled in Gainesville High School and the band master Jerry Miller complained that he was losing many good musicians to white schools. Though the students remained free to choose thi6r school, a few white teachers were assigned to Lincoln beginning in 1967, Within two years their number had grown to an estimated twenty-one instructors among the staff of seventy-eight. One of these teachers, who came in March 1968 to teach eighth grade social studies, remembers no threats or racial slurs, but perceived a subtle hostility in some students and faculty "because I was white." A white University of Florida coed, who interned at Lincoln in the spring of 1969, observed that the white teachers had "a terrible time with discipline. They desperatAY needed training with working with blacks." On February 26, 1969, the Alachua County School Board voted to put its 1967 plan into effect making Lincoln a vocational-technical e center and building a new academic high school for both races. The board, as reported in the newspaper, had explained that the freedom-of- choice plan was a failure because no whites had chosen to attend black schools, while only 1,512 or twenty-one percent of county black students had entered white schools. Radio, television and newspaper reports beamed the news to the Gainesville community. Black residents remained quiet until in November the Fifth Circuit Court ordered the county board to desegregate all schools that had remained black or close them. During a series of public meetings at Lincoln, blacks expressed vehement opposition to any change in Lincoln's academic status. As a compromise measure, N.A.A.C.P. official Charles Chestnut III, a grandson of the fighting terriers first football coach, and Russell Henry, a community spokesman, presented a petition on November 20, 1969 from 398 blacks that the new Junior-senior high school be named Lincoln. Chestnut and Henry argued that the retention of the name Lincoln "would be black identity and a continuation of tradition." Imme- diately, Dr. William Enneking moved for the Lincoln name, later explaining that the same treatment should be given Lincoln that was accorded by the board in perpetuating the Buchholz name. The board, however, voted four to one to accept the recommendation of its building committee that the new school be name Lakewood after the neighborhood. The following day the Tapa Tribune reported how Henry angrily "stomped out of the meeting following the vote." The next Tuesday, 1,325 Lincoln students stayed home from school signaling sixteen days of boycotts, marches and speeches. For eleven school days between November 28 and December 12, Lincoln's attendance dropped to an average of seventy students, costing the county an estimated $2,000 a day in state aid money. Florida newspapers reported that on eight days as many as 1,200 students, singing and chanting Lincoln High School songs and cheers, marched miles from their school to the courthouse, from there to the Plaza of the Americas at the University of Florida and then to the school board office. The marchers were orderly, had a parade permit and cleaned up the grounds where they massed. On December 3, the group's spokesman, Wayne Mosely, senior class vice- president, who like many other seniors Jeopar- dized his graduation by boycotting classes, asserted that the name of the new school was the the issue: "Lincoln is predominately black. Gainesville High School is predominately white, if they can integrate G.H.S. they can integrate Lincoln. We will stay out until they do." These new demands placed the board in a dilema. Since the board's February decision to close Lincoln as an academic high school, the fifth Circuit Court had accepted the plan and the Alachua County Court had camended the board's plan. The particular strength of the plan, the board asserted, was that it best solved the problem of transporting for racial balance. Any new plan would involve considerable expense, perhaps further controversy and the possibility of rejection by the federal court. Officials made strenuous efforts to commu- nicate withthe students and avoid violence. Alachua County Education Superintendent W. S. "Tiny" Talbot cut short a trip to Tampa to be on the scene at Gainesville. He stood in the rain for hours and used a police ar public address system to explain the board's plan. When asked repeatedly why do you bus blacks and not whites, the superintendent referred to the complicated county zoning system. Talbot also asserted that Lincoln's becoming a vocational-technical center was "one of the outstanding efforts in the South and in no way or matter should be considered a slow learner school:' When hearing these statements the crowd promised not to harm the superintendent physically but "lash Talbot with words." Assistant County Superintendent Tmm Tomlinson hoped "we can ride this one out with- out arrests." When 300 students early in the boycott occupied the school board office, Alachua County Sheriff Deputies stood by as the students were persuaded to leave. After this incident, the students contented themselves with making lunch on the school board office steps. Plainclothes detectives patrolled Lincoln's halls and dozed in chairs by its locked entrances, while the' Shool board discussed the issue. At a meeting on December 2, the board gave everyone a chance to speak and presented County Judge John L. Connell who warned parents that juvenile court action would be taken against the estimated 500 to 600 boy- cotting students under age fifteen that were violating the truancy law. The black community's appointed spokesman Reverend L. A. Haisley of the Greater Bethel A.M.E. Church and who in 1965 had given the commencement sermon at Lincoln responded that parents were not encoura- ging the students to remain out of school. Board member B. L. Samuels though "the black community would have welcomed the new school in their community and the phasing out of Lincoln." An impasse developed between the board and the protesters. On December 9, Connell began summoning parents to his truancy hearings, but 1,100 students remained out of school and parents vowed "they can throw all us parents in Jail." Two days later black leaders and the county school board reached an agreement. On December 12, Samuels and Enneking presented a seven point proposal which specified that John Dukes, Lincoln's principal be assigned a principalship in Gainesville and that a bi-racial committee of adults and students from the new school renamed Eastside would "express their preference for a head football coach and choral director." The proposal passed three to two and a standing room crowd heard Samuels proclaim, "We are now living in an integrated world and no matter how any- one feels about integration it is a fact of life." Urged by Mosely and Henry, the students returned to class within a few days, but they were not happy. Most students felt school officials had sold them out to Vhite prejudice against going to a former black school. Instead of closing Lincoln "they should have given us a chance to prove we were as good as they." Some felt so angry that they wanted to "tear up the school so that whites wouldn't have it." And on the last school day January 30, a "racial disturbance" resulted in seventeen arrests, the hospitalization of two teachers and ninety-one broken windows in a school that for its first forty-six years had been the peaceful setting of black education. The next day Principal Dukes wrote Lincoln's epitaph in his record book: The senior high school students grades 10 to 12 from Gainesville were assigned to Gainesville High School. Those from Rochelle and Island Grove were assigned to Hawthorne High. Students from Archer and nearby areas were sent to Buchholz Junior- Senior High, Eastside Junior-Senior High, Howard Bishop and Westwood. The history of Lincoln High School repre-w sets a human triumph over adversity. Racial discrimination, inadequate financing, shortages of supplies, frequent overcrowding and other burdens could not prevent the administrators, teachers, students and the black community from making Lincoln High School a wonderful experience worth fighting to keep. The positive effect Lincoln had on its students should be understood, because many who advocated its closing felt certain that blacks would be glad to be rid of this school as a source of degradation. Instead, for most of those connected with Lincoln the words of their alma mater "Dear Lincoln High, we love thee, thy name will ever be" had real meaning. Bibliography Bennett, Bonnie; Keener, Karen; Llabre, Marie and Richardson Len. Lincoln High School History Project: Newspaper Comsittee. Unpublished Paper. University of Florida, 1972 Big Red Fighting Terriers, 1969. Football Banquet. Ditto, 1969. Dedication: Lincoln High School. Gainesville, 1956. Frenchman, Barry. Interview with Jerry C. Miller, Lincoln Band Instructor, 1946-1970. Summer, 1972. SInterview with William J. Stokes, Lincoln Faculty, 1968-1970. Suaer, 1972. ____. Interview with Jacqueline Fuller, Lincoln Student, 1965-1970. Sumer, 1972. Interview with David McPherson, Lincoln Student, 1958-1964. Suioaer, 1972. _____ Grossman, Paul, McKirachan, Ann; SLiera, Terry; Palmer, Richard. A Report by the Interview Committee. Unpublished Paper. University of Florida, 1972. Frick, Herman to Otha W. Nealy. May 4, 1964. Unpublished Letter. Lincoln High School Files, ___ no date, Unpublished Letter. Lincoln High School Files. Gainesville Independent. 1969-1970. Gainesville Sun. 1923-1970. Gainesville, The Lincolnian. Vol. 31. 1965. Grossman, Paul. Interview with A. Quinn Jones, Principal of Lincoln High School, 1922- 1957. July 10, 1972. August 27, 1972. Interview with I. H. Caffey. Lincoln Student 1930-1932. Sumner, 1972. Interview ivth Thelma Jordan, Lincoln Student 1923-1926; Faculty 1944-1957. Sum- mer, 1972 .____ Interview with Jerry C. Miller, Lincoln Band Instructor, 196, 1970. Summer, 1972. Kilmachte, Susan; Lapin, Diann and Roberts, Dottie. Lincoln High School Project: Report of the Records Committee. Unpublished Paper. University of Florida. 1972. Leiva, Terry. Interview with Catherine Taylor, Lincoln Graduate, 1932. Sumer, 1972 Interview with Neil Butler, Graduate, 1947'. Surmer, 1972. S; Interview with T. B. McPherson, . Athletic Director and Football Coach, 1933- 1944, Athletic Director, 1949-1970. Sumer 1972. Faculty 1955-1970. Summer, 1972. Lincoln High School Philosophy, mimeography, no date. Lincoln High School Files. Lincoln High School: Thirty-Sixth Comencement Exercises. Gainesville. 1960. Lincoln vs. Douglas. Football Program. Gaines- ville, no date. McKirachan, Ann. Interview with Cornialia Jones Smith. Student, 1946. Faculty, 1955- 1970. July 11, 1972. Interview with Daphney Williams, Student 1930-35, Jul 11, 1972. Interview with Mable Dorsey, Lincoln Student, 1939. Faculty, 1963-1968. July 14, 1972. O. Interview with Oliver Jones, Lincoln Student 1937, Faculty, 1952-1959. Sumer, 1972. Palmer, Richard. Interview with Albert Daniels, Lincoln Student 1946, Faculty, 1969-T0. Sumer 1972. ____ Interview with John Dukes, Lincoln Student 1946, Principal, 1966-1970. Sumer 1972. Rice, Sally Ann. Lincoln High Project" Illustrious Ali i. Unpublished Paper. University of Florida, 1972. Tgap Tribune. 1969-1970 Terrier: Lincoln Hie School Year Book. Gaineaville, 1 . L^ g^^^ "THE BIG RED" The Lincoln High School History Project Written and administered by: Arthur 0. White Ed. D. Assistant Professor of Education at the University of Florida |