It is very fitting that the lion should symbolize Douglass High School.  From the LION came the qualities of greatness, power and excellence in all endeavors, which are the foundation of the Douglass tradition.  Persistence is another quality that the LION exhibits.  And thought the media announced the closing of Douglass High School in April of 1966, the LION did not die.  The spirit of the lion lives on and will continue to live as long as the heritage of this great school is passed on from generation to generation.

 Another quality of the LION tradition is pride.  There was pride exhibited in each student—in themselves, in fellow students, and in the accomplishments and deeds of it graduates.  And the LION spirit motivated former students to achievement in almost every area of human endeavor—the corporate world, sports, education, and music, all the way to the White House.  These students carried the flame of knowledge—first lighted at Douglass—throughout the land.  But you have only to attend the Douglass Reunion to experience the pride that being a Douglass graduate, attendee, former faculty member, staff or even just a well-wisher inspires in everyone.

And also there was the Douglass spirit.  This spirit can best be defined as enthusiastic loyalty.  Douglass students were filled with this spirit.  It motivated them to excel in all their efforts, to strive always for higher goals, and never to be satisfied with the better when they could achieve the best.  It is this spirit of loyalty that draws them back by the hundreds to each reunion hoping to recapture that uniqueness of camaraderie that they enjoyed at Douglass.  This spirit was implanted in them by their parents—many of who were Douglass graduates or attendees—their teachers, their friends, and it never left them.  Douglass was in itself unique in that all twelve grades were taught in one building.  So from the first grade this spirit was instilled in every pupil.  It was also a neighborhood school, last of a proud breed that integration made extinct.  Neighborhood schools meant that everybody knew everybody, parents knew teachers, and grandmothers, grandfathers, uncles, aunts and cousins—all cared for and nurtured one another.  Everyone worked together and the school was the focal point – an extension of the home.  The values passed down from generation to generation were neighborhood values, which linked one generation to another.  Young people were taught to love, respect and honor school, home and family, and they did this because they understood and accepted what was expected of them.  All of this was a part of the Douglass spirit.  It was this spirit that motivated them to excel on the football field, in the classroom, on the basketball court and in extracurricular activities.  As a result, trophies filled the showcases and awards and honors were forthcoming by the hundreds.  And the students carried this winning tradition with them into life situations and were the better for it.

Let us see how it all began.  The school began its history in 1903 in a one room frame building on the corner of 1^st and Gore, with an enrollment of 18 students.  The first teacher was A. A. Williams, and grades 1 through 8 were taught.  AT that time is was known as Vernon School.  Mr. Williams was appointed by the Board of Education for a salary of $40 a month for 7 months, but even this small amount was not always available.  The enrollment began to increase immediately.  In 1905, Samuel Abernathy succeeded Mr. Williams and he was followed by Miss Lovie Lott.  By this time the enrollment had increased to 40 students.

 By 1909, the enrollment had increased to the extent that it was necessary to add another room to the building and another teacher.  Miss Courtney Abernathy was then named principle with Miss Mary Baker as her assistant.  Miss Abernathy was succeeded by E. H. Crossley.  Under his supervision, the school continued to grow and some high school courses were added.   F. D. Kennerson was the next principal and the faculty increased to four.

            In 1929, W. R. Patterson was named principal and the faculty increased to eight.  A wing school was added with 4 teachers under the principal leadership of Ralph L. Davis.  In 1931, the school moved to a new location on a 5-acre tract located at Larrance and Gore.  It was now a brick building with 10 classrooms and a gymnasium and the name was changed to Douglass High School, named for the great abolitionist, Frederick Douglass.  The school was now fully accredited with the required number of units of high school work.

             Mr. Patterson served as principal until his death in 1945.  He was succeeded by H. L. Shegog, who was head of the music department and assistant principal.  By now World War II was being fought and this bought an influx of army personnel to Fort Sill, which resulted in overcrowded classrooms and new personnel demands.  As a result of the attendance of these federally connected children, the school became eligible for supplemental aid from federal sources.  Under Mr. Shegog’s leadership, the Douglas Parent-Teacher Association was organized and this group was instrumental in starting the hot lunch program; the cafeteria was equipped with modern facilities and staffed with additional personnel, and the school song was officially adopted.  (Harry Freeman, class of 1944, composer)

             In 1951, a new elementary wing was annexed to the present structure, and during the same year, application was made for acceptance into the North Central Association of Secondary Schools and Colleges.  The faculty, student body, community and the principal were involved in the required program of self-evaluation.  Their efforts met with success and in the spring of 1952, Douglass school was admitted to full membership in this prestigious body.

            When Mr. Shegog resigned in 1953, John R. Sadberry, then principal of the El Reno separate school, was named as the new administrative head of the combined schools.  The new administration began smoothly and gained immediate acceptance by the faculty and students.  Growth began immediately as two new departments were added—Speech and Commerce.  Later Physical Education was added for boys and girls.  All of the departments added courses as needed, resulting in the total of 11 academic units added to the existing curriculum.  Along with the increased curriculum and enrollment came the need for expanded facilities.  Many conferences followed, and in 1958, the Lawton School Board, upon the recommendation of principal and faculty, accepted plans for the expansion of the school.  The new additions and improvements entailed an expenditure of more than $500,000 and included a new auditorium, gymnasium, cafeteria, administrative and music suites, and 3 additional classrooms.  The existing building was completely remodeled with a general face lifting given to the main and auxiliary entrances.  With the completion of the building, Douglass High School embarked upon a period of rapid growth, despite the policy of “Freedom of Choice,” adopted by the Lawton Public Schools.  By the end of 1960, the school had adjusted to changes in its traditional setup caused by the integration of its supplementary activities.  The athletic and music departments compiled an enviable record in integrated competition.

             At the end of the school year 1962-63, Mr. Sadberry resigned to accept the principal-ship of John F. Kennedy Junior High School in Oklahoma City.  Albert Johnson, the assistant principal, was appointed to succeed him.  The new principal was a graduate of Lawton Douglass and is typical of the many young people of high caliber and ability, which the school has produced.  AT the beginning of his administration, Mr. Johnson presented the faculty with a comprehensive plan, which had as its main objectives the reduction of dropouts, more intensive guidance facilities, and the encouragement of scholastic excellence.  His program attracted statewide attention, and other principals lauded Mr. Johnson as an educator who successfully used a new approach to old problems.  Douglas High School was at the peak of its greatness.  The faculty had increased to thirty, a guidance counselor had been added, and the staff numbered eleven.  The bank now ranked among the best in the state and academic achievement reached new heights.  During this last year of operation, Douglass had it first National Merit Scholarship winner, John Davis.  And later in the year state newspapers announced that Samuel Houston Howard, a Douglass alumnus, had been appointed to the White House staff as an Economic Advisor.  Douglass had reached the pinnacle of success.  

           And then the blow fell.  ON Tuesday, May 9, 1963, the “Lawton Constitution” announced that Douglass High School would be eliminated in order to comply with the Civil Rights Act of 1964.  Principal Johnson announced this to the students in a special assembly.  First, there was a stunned silence, and then the boys, girls, and teachers began to cry openly.  Johnson further stated, “If Douglass is worth keeping, I will do everything in my power to preserve it.”  These remarks were followed by a 30-minute standing ovation.  As they marched out, they burst into the school song, “Ole Douglass.”  And that day the mighty LION wept!

 Here is how Douglass students and faculty reacted:

  Joseph Broussard, senior – “We are like a family.  The principal knows every student personally.” 

 Shirley Stormer, sophomore – “At Douglass we have the best opportunity to prove that we as Negroes can excel.” 

 Larry McGee, junior – “Douglass is more than a school.  It is like home.  The principal is like a father.  Close Douglass and you close the door on a lot of people’s hearts.” 

 Charles Willis, junior – “We win because of the Douglass spirit.” 

 Charles Butler, sophomore – “Children grow up with the ambition to play in the Douglass School band or to play on the football team.  The school is the focal point of Negroes.”

 Sandra Fleming – “I have attended schools in Germany, Sand Springs, and Salt Lake City, and I have received better instruction here than in any other school.” 

            Douglass students had a spirit of hero worship.  They said, “I want to be like Mr. Johnson or Mrs. Patterson.”  (No teacher or student was against integration.  They said they said they were for equal opportunity and the right to attend integrated schools.)  “We are concerned with urgent and immediate problems,” said Charles Henry, chemistry and physics teachers, “First, how many students would drop out as a result of any program to eliminate Douglass” Second, is there some way to continue the accomplishment and good will Douglass had built through the years?  Can the tradition be maintained?  Students have brothers, sisters, parents who have finished here.  They want to follow them.”

            At the time of its closing Douglass was the area’s all-time top winner in football.  It had a 62-14-4 record since it began the sport in the mid 50’s.  One instructor said, “If Douglass goes down, it goes down a champion?”

 Principals of Douglass

 William R. Patterson

           Mr. William R. Patterson became the fourth principal of Douglass School.  He was hired to be the first principal of Douglass High School (previously, it was an elementary school).  Having served for 16 years, from 1929-1945, he was the principal with the longest tenure in the illustrious history of “Dear Ole Douglass.”

             Under his leadership, Douglass experienced tremendous growth, both in the physical plant and the academic curricula:

      -         The teaching staff/faculty doubled in number

-         A new physical plant, consisting of 10 classrooms and a gymnasium, on five acres of land at Larrance and Gore Streets evolved from a frame structure at First and Gore Streets.

-         The school became fully accredited by the appropriate educational body.

-         Curricula units were added to bring the course offerings up to regional standards.

-         Student population demonstrated substantial growth, primarily due to the influx of U.S. Army personnel to Fort Sill during World War II.

-         Athletics, a music department, and other extra-curricula offerings developed.

           “Professor” Patterson, as he was called, worked to create a strong and positive atmosphere for the faculty, staff, and students, while attempting to shield them from the ravages and shortfalls of an oppressive segregated society.  His main strategy was to make Douglass as conducive to educational excellence and to positive learning as was humanly possible, especially when the school received the “leftovers” of the Lawton School Board:  less funds, second-hand furnishings, used textbooks, inadequate supplies and equipment, underpaid teachers, etc.

 Part of his philosophy—arising from this backdrop—was that an effective Douglass would emerge if he were successful at community management.  An article in the Black Dispatch (Oklahoma City weekly, 3/331/45 edition) after his untimely death, best illustrates how successful a “manager” he became:  (the following is condensed)

 “The recent passing of William R. Patterson at Lawton removed from the Oklahoma scene one of its most unique and interesting men in public life.  In addition to being an excellent high school principal, Professor Patterson also was a civic leader, beloved by all who came in contact with him.

No one knew his community so well as he did, and he was a past master at uniting all the forces and elements in the environment where he lived or civic progress.  Indeed, his was a busy and useful life.

In a speech several years ago to the NAACP, Professor said: “Most of you attempt some type of organization, but you usually end up harnessing about one-fourth of your crowd.  What one must do, if he hopes to succeed, is to get every living soul, as nearly as he can, behind what he is doing.

At Lawton, I have organized the bootleggers, the thieves, and the gossipers, to go along with the other elements in the community.  As to the bootleggers, I have discovered that some of the players had been drinking alcohol before football games, even though Lawton was dry.  All the known bootleggers were asked to come to my office for a meeting; they all came.  I appealed to their civic pride and their desire for a winning team to get them to ensure that no player would get a drop of liquor during the week of games.  They agreed to the pact before they left the office.  You see, now I’m winning football games.  In organizational work, one must see even the sparrow.

Then, I organized the thieves.  You see, occasionally some of the school furniture gets damaged or broken, and in most segregated schools, it is hard to get replacements for damaged furniture 9missing furniture is another matter).  So I adopted a plan.  When a desk, chair, or any piece of furnishing is irreparably damaged down at the school, I would call the custodian and “suggest” that he temporarily set this piece of furniture outside at the rear of the building.  After a few nights, the thieves would cooperate and I would then be in a position to ask the Board for new replacements.  Come to Douglass, now, and you will see up-to-date equipment.  But, I have to get the cooperation of the law violators to keep it working.

You are probably now waiting to hear how I needed gossipers (or foolish people, to some).  I had to organize them slightly different than the other groups, but nevertheless it’s effective.  Occasionally, something ugly happens that my patrons should know about.  I can’t tell them, for various reasons, but they need to know.  Well, I have three people that I call in separately and give each the information, BUT tell them NOT to tell anyone I told them.  I continually tell them this:  “Don’t tell anyone I told you.”  Within a few hours, everyone knows what is going on that should not be developing, and the citizens have an opportunity to correct it, but I could never have alerted the community directly.  My gossipers did the work for me.”

              According to the Black Dispatch, this is about as good a story as any, concerning community organizing to lead a school.  Most of us only consider the higher levels of society when organizing, and not the lower strata; we place no value on the latter at all.  Professor Patterson died “on the job,” and no one ever questioned his right to remain there.  We could all learn valuable lessons from him and his life because he found virtue and value in every stratum of society.”

              Strong family support completed Professor Patterson’s educational philosophy. As with his community organizing, he spent countless hours devising ways to gain and keep parental and family support and involvement in Douglass.  Moreover, he practiced what he preached, in that he not only had a strong supporter in his wife, Florence, but also in their children:  Ruby Patterson Patmon, Gladys Patterson Finch, and Willie Patterson Rose.  Through them, their children and descendant families, all total:

      -         Four family members who served as faculty and/or staff.

-         Nineteen who either attend or graduated from Douglass High School.

-         Fifteen non-attendees who were ardent supporters and boosters.

The legacy of Professor William R. Patterson was significant in the life and times of Lawton Douglass.  The legacy continues through his descendents, even unto today, through their work on behalf of the School’s Reunion Committees.  Professor Patterson always understood that to be educated was to be free and independent and that an ignorant society of people would not long remain either free or independent.

  H. L. Shegog 1945-1953

            Mr. H. L. Shegog succeeded W.R. Patterson as principal in 1945.  Prior to this assignment as principle, Mr. Shegog taught English, Math, music and band.  He was immediately faced with an influx of federally connected students because of the growth of military personnel at Fort Sill due to World War II.

              He worked untiringly to see that the school progressed.  Because of his determination to get the best out of each child, a Parent-Teacher-Association was organized.  It became very actively involved in the welfare of the school.

              Mr. Shegog proposed that the students submit songs from which a school song would be selected.  Harry Freeman, a senior, submitted a song entitled “Ole Douglass.”

His song was judged the best and it was officially accepted as the school song in l948.

              During his tenure, a new elementary wing was annexed to the present structure in 1951.  During the same year application was made for acceptance into the North Central Association of Secondary Schools and Colleges.  The requirements for accreditation by this board meant that the practices at Douglass would have to be consistent with the best schools in the area and that the school’s program be designed to meet the needs of the community and the school population.  Mr. Shegog, the faculty, student body, and community became engaged in the evaluation.  In the spring of 1952 Douglass School became a member of the North Central Association for Secondary Schools and Colleges

              In the summer of l953, Mr. Shegog resigned as principal to accept another position.  He shall long be remembered by faculty, staff, community, and all who knew him.

 John R. Sadberry – 1953-1964

  “An Eventful Journey”

              The journey I allude to in this treatise is the journey of my public school administrative career from 1948-1979.  This leg of the journey encompasses the years 1953-64.  These were the years spent a Lawton Douglass Elementary, Junior High and High School.

            Lawton Douglass was unique in that all grades were housed in the same building, but academically departmentalized as Elementary (grades 1-6), Junior High (grades 7-8), and High School (grads 9-12).  There are pros and cons about such a housing arrangement.  However, we accepted the reality of such facility arrangement and maximized the advantages when and where possible.  Dual use of facilities, equipment and personnel were definite strengths of our operational arrangement.  By contract, I served as the building principal, more appropriately, the supervising principle of the entire academic focus.  Albert Johnson served as the educational leader (Elementary Principal) during school terms 1953-1958, at which time he was reassigned to the secondary level as counselor and assistant principal.  Mrs. Elweda Dewberry was designated the educational leader (Elementary Principal) succeeding Mr. Johnson.  This was the administrative operational structure through 1963-64, when I resigned as educational leader and building principal.

              The addition of the position of counselor and corresponding services gave much emphasis to the school’s educational effectiveness.  We became a much-improved conveyer of learning principles and academic fundamentals.

              Additionally, there was an emphasized in-service educational focus, including staff development and community involvement.  Also, there was a supplementary educational program for students to provide non-academic experiences vital to their total development.

              In reflection, I borrow words from the school song, “Ole Douglass”

              “There nestling ‘neath the Lawton Sky

             You’ll find Ole Douglass High

             We’ll fight the fight to defend her name

             So that honored she will remain.”

  Albert Johnson - 1964-1966

              As I look back at my educational training and professional career at Douglass School, the “life experiences” of my family and the staff at Douglass School ignited that spark within me to learn and to become the best I could be.  It is my belief that many of the Douglass students and graduates to this day have these same feelings.  These words taught to us by the late Mrs. L. R. Baker-Houston have been an inspiration to many Douglass Students.

                        When a task is once begun

                        Never leave until it is done,

                        Be the labor great or small

                        Do it well, or not at all.

              The educational experience at Douglass School has enriched the lives of many students and graduates.  The teachers, coaches and principals were like family members.  They were committed not only to how you progressed scholastically but to your personal, social, and Christian well –being.  Some of the teachers became mentors and assisted students after school with their homework, sponsored clubs such as the Tri-Hi-y, Hi-Y, math, debate, speech, athletic, FHA, business, and honor society.  Teachers used their personal vehicles to transport students to state and national scholastic contests.  These became enriching life experience.

             School principals, W.R. Patterson, H. L. Shegog, and J. R. Sadberry brought to the school environment a sense of pride and dedication to make sure every student of Douglass School received a quality education.

              During my brief tenure as school principal and with the support of a dedicated staff, we brought to the student of Lawton Douglass a quality educational program. The school curriculum was broadened to include additional math, science, advanced speech, business and office practice courses.  The vocal music and instrumental band departments grew in membership.  The junior high school athletic program became fully organized with a coaching staff and with scheduled games.  Douglass School had taken a giant step in becoming one of the premier secondary schools in the state of Oklahoma.

              In the spring of 1964, the “Douglass Lion” was brought to tears.  As a result of civil rights legislation, Douglass School had to become part of a “unitary school system” within the Lawton Public schools.  Integration and desegregation became the process by which Douglass School became, as it is today—an innovative, desegregated, integrated school for all students of the Lawton-Fort Sill community.  The Douglass spirit and legacy continues to live not only with its present operation, but also in the lives of many of the former students and graduates.

      Faculty and Staff of Douglass High School

Principals

  Courtney Abernathy                         1907-1911

(Assistant: M. E. Baker)

  E. H. Crossley                           1911-1918

F. D. Kennerson                          1918-1928

 W.R. Patterson                           1929-1945

  H. L. Shegog                               1945-1953

  John R. Sadberry                          1953-1963

  Albert Johnson                            1963-1966