October 3, 1887. It began classes with 15 students and two (2) instructors. Thomas DeSaille Tucker (1887-1901), an attorney from Pensacola, was chosen to be the first president. Former State Representative Gibbs joined Mr. Tucker as the second faculty member.

President Nathan B. Young (1901-1923) directed the growth of the College to a four-year degree-granting institution, despite limited resources, offering the Bachelor of Science degree in education, science, home economics, agriculture, and mechanical arts.

Under the administration of John Robert Edward Lee Sr. (1924-1944), the College acquired much of the physical and academic image it has today.

In 1949, under William H. Gray Jr. (1944-1949), expansion and reorganization continued.

Perhaps one of the most outstanding achievements came under the presidency of Dr. George W. Gore (1950-1968).

With Dr. Benjamin L. Perry, Jr., at the helm, the 1970s brought further growth to the University.

The 1980s served as a model for productive development. Under the administration of Dr. Walter L. Smith, the University grew to eleven schools and colleges and a division of graduate studies, research, and continuing education.

In 1985, the construction of a new corridor of history began as Dr. Frederick S. Humphries became the eighth president of Florida A&M University. Under his leadership, FAMU experienced significant growth and unsurpassed accomplishments.

Under Dr. Robinson’s leadership, FAMU continues to thrive, has implemented new recruitment and retention strategies, has strengthened the university’s academic programs, and more!

Location: AC.4B.3.1.1- AC.4B.3.4.6

The William H. Gray Jr. Collection, preserved at the Meek-Eaton Black Archives Research Center and Museum at Florida A&M University, is a substantial and multifaceted body of primary source material documenting presidential leadership, institutional governance, and the broader landscape of Black higher education in the mid-twentieth-century American South. The collection is anchored in Gray’s presidency during the 1940s—a period shaped by World War II, postwar transition, and intensified struggles over educational equity within the rigid framework of Jim Crow segregation.

The collection contains extensive correspondence, manuscripts, and administrative documents that illuminate Gray’s executive decision-making and strategic vision for Florida A&M University. Presidential and institutional correspondence reflects sustained engagement with state officials, accrediting bodies, faculty leadership, alumni, and external partners, revealing the political and financial negotiations required to sustain and advance a public historically Black institution. Manuscripts and policy drafts further document Gray’s intellectual approach to higher education leadership, institutional planning, and the articulation of Florida A&M University’s public mission.

Faculty-related materials—including reports, evaluations, appointments, and governance documentation—provide insight into academic labor, professionalization, and the development of instructional and administrative standards during a period of institutional growth and constraint. Of particular significance are documents related to the Florida A&M University Hospital, which underscore the university’s role in professional training, public health, and community service, and highlight the intersection of education, medicine, and racial equity in segregated Florida.

The collection also preserves records pertaining to major cultural and athletic initiatives, most notably the Orange Blossom Classic, situating the event as both a site of institutional visibility and a locus of African American cultural expression, economic impact, and alumni engagement. News clippings, printed programs, and ephemera document how Florida A&M University and its leadership were represented in regional and national media, offering scholars valuable perspectives on public perception, advocacy, and the university’s evolving national profile.

Collectively, these materials document Gray’s efforts to expand campus infrastructure, stabilize governance, strengthen academic and professional programs, and position Florida A&M University as a flagship public HBCU amid persistent racial discrimination and structural underfunding. As an archival resource, the William H. Gray Jr. Collection supports advanced research in African American history, higher education administration, public policy, health and medical history, and cultural studies. It offers a critical lens through which to examine the intersections of race, leadership, and institutional resilience, while affirming Florida A&M University’s central role in the historical development of Black higher education in the United States.

Box 2 of the Dean Maxwell and Jacqueline Holloway-Thomas Collection contains materials dated from 1969 to 1976 and further documents the professional, academic, and civic engagements of its creators during this period. This box reflects a strong emphasis on administrative, evaluative, and organizational records, highlighting institutional operations, leadership responsibilities, and broader professional involvement in the early years represented within the collection.

The folders within Box 2 are arranged alphabetically by subject and document type and include files such as Reports – Financial, Reports – Scholarship Reports, Reports – Institutional Self-Evaluation, and Resume, as well as Reports – Annual Reports and Reports – General Reports. Additional subject files include Budget Files, Annual Reports to the Florida Legislature, Information for the President, and materials related to The Florida Postsecondary Association. There is also a Report – Correspondence file that contains administrative communications, including items such as “The President’s Report ” and related institutional correspondence.

Within each folder, the materials are arranged chronologically, allowing for a clear and structured understanding of developments over time between 1969 and 1976. The reports provide insight into financial management, scholarship oversight, and institutional assessment processes, while legislative and administrative documents reflect broader institutional accountability and planning during this period. Correspondence files document communication among administrators, educators, and external stakeholders, illustrating professional networks and decision-making processes.

Box 1 of the Dean Maxwell and Jacqueline Holloway-Thomas Collection contains materials dated from 1969 to 1987 and represents a well-organized body of archival records documenting professional activities, community engagement, and institutional connections reflected through a range of correspondences, programs, and supporting documents. The folders within this box are arranged alphabetically by subject and correspondent, including files such as Correspondence (A–C), Correspondence (D–H), Correspondence (I–M), and Correspondence (N–Z), as well as topical files such as Programs, Publications, and Miscellaneous Materials. This alphabetical arrangement allows for efficient navigation across individuals, organizations, and subjects associated with Dean Maxwell and Jacqueline Holloway-Thomas.

Within each folder, the materials are arranged in chronological order, enabling a clear understanding of the progression of events, communications, and professional relationships over time. The contents include letters exchanged with colleagues and community members, event programs documenting institutional and civic activities, and publications that reflect the broader cultural and educational impact of their work. The chronological sequencing within each alphabetically arranged file allows researchers to trace the development of key themes, follow sustained correspondences, and observe shifts in institutional and community engagement throughout the 1969 to 1987 date range. Collectively, Box 1 provides a cohesive and accessible archival unit that highlights both the organizational clarity and the historical significance of the Dean Maxwell and Jacqueline Holloway-Thomas Collection.