Gatewood Sanders Lincoln | |
|---|---|
 A sketch of Lincoln in 1896, recently graduated from the Naval Academy. | |
| Governor of American Samoa | |
| In office July 17, 1931 – May 12, 1932 | |
| Preceded by | Arthur Emerson |
| Succeeded by | George Landenberger |
| In office August 2, 1929 – March 24, 1931 | |
| Preceded by | Stephen Victor Graham |
| Succeeded by | James Sutherland Spore |
| Personal details | |
| Born | (1875-08-05)August 5, 1875 |
| Died | October 15, 1957(1957-10-15) (aged 82) |
| Spouse | Enfield "Enna" Caryl Stogdale |
| Alma mater | William Jewell College United States Naval Academy |
| Occupation | Naval officer |
| Awards | Navy Cross |
| Military service | |
| Allegiance |  United States |
| Branch/service |  United States Navy |
| Rank |  Captain |
| Commands | USS Powhatan; Department of Electrical Engineering and Physics at the United States Naval Academy |
| Battles/wars | World War I, World War II |
Gatewood Sanders Lincoln (August 5, 1875 – October 15, 1957) was aUnited States Navy officer who served as thegovernor of American Samoa. With Nathan Woodworth Post, Lincoln was one of only twoAmerican Samoan governors to serve non-consecutive terms.[1] He commanded a supply ship duringWorld War I and was an instructor at theUnited States Naval Academy, serving as Department Head of the College of Electrical Engineering and Physics.
Between Governor Lincoln's first and second terms, there were two acting governors.[2]
Gatewood Lincoln was born inLiberty, Missouri, to James Edwin and Margaret Lincoln, natives ofLexington, Kentucky.[3] His father, a cousin ofAbraham Lincoln, was probate judge of Clay County.[4] Gatewood was James Lincoln's mother's maiden name. Lincoln studied atWilliam Jewell College in Liberty, before he was appointed to theUnited States Naval Academy in 1892.[4][5]
Lincoln graduated from the Naval Academy in 1896, having been trained as anaval engineer.[6] He ranked second in his class and received his first assignment by request of the captain of theUSS Philadelphia.[4][7] He was awarded theNavy Cross for his conduct as captain of theUSS Powhatan on convoy duty duringWorld War I.[8]
Lincoln served on theUnited States Shipping Board advisory board during the 1930s[9] and also at theMare Island Naval Shipyard.[10] During World War I, he saw active duty in command of a supply ship in the Atlantic.[11] After the war, as aCommander, Lincoln was department head of Electrical Engineering and Physics at the Naval Academy.[12] In 1943, he was called back to active duty to take command of the Naval Ammunition Depot in Fallbrook, California.
Lincoln served two terms asGovernor of American Samoa, from 2 August 1929 to 24 March 1931 and from 17 July 1931 to 12 May 1932.[13] He separated the responsibilities of the Chief Justice and the Attorney General, and he started a Samoan-led judicial commission to deal with matters involving land ownership, thereby granting the Samoan people more autonomy.[14]
During Governor Lincoln's first term, the long-awaited Congressional commission, appointed by the President under the Bingham Bill, arrived.[15] The congressional commission's visit from September to October 1930, and the subsequent release of its findings, led to a near halt in political unrest in the islands. Based on the commission's recommendations, a Bill of Rights was incorporated into the Codification of the Regulations and Orders for the Government.[16]
In the 1920s, it became clear that the swift Americanization efforts were not benefiting Samoans. By 1927, theAmerican Samoa Fono's attempt to limit educational reforms highlighted two major concerns: the disruptive effects of new knowledge and behaviors on students, and the diminishing respect forSamoan culture due to the influence of foreign teachers. This cultural disconnect led to a sense among Samoans that their children were becoming estranged from their traditional values and family ties. In response, Governor Lincoln proposed a shift in educational focus in a 1929 letter to the Board of Education, suggesting that Samoan history and customs should be taught, and that education should prioritize practical skills like agriculture over preparing students for government roles. This approach aimed to align education more closely with Samoan needs and values. This shift gained momentum in 1933 with significant changes introduced by a committee of educators from theUniversity of Hawaiʻi, funded by the Barstow Foundation, who further adapted the curriculum to better serve local needs.[17]
In its final years, theMau movement in American Sāmoa assumed awatchdog role, diligently scrutinizing the actions of the U.S. Navy. By 1930, the movement's executive committee sought to become advisors to Governor Lincoln on all matters to ensure smooth governance. However, Governor Lincoln declined their request.[18]
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