I LP 349 
 1.03 
 I Copy 1 
 
 A BRIEF STATEMENT 
 
 OF THE GROWTH 
 
 OF THE SCHOOLS OF 
 
 OKLAHOMA FOR THE 
 
 PAST FOUR YEARS 
 
 R. H. WILSON 
 
 STATE SUPERINTENDENT OF PUBLIC INSTRUCTION 
 PRESIDENT OF STATE BOARD OF EDUCATION 
 
A BRIEF STATEMENT OF THE 
 
 GROWTH OF THE SCHOOLS OF 
 
 OKLAHOMA FOR THE 
 
 PAST FOUR YEARS 
 
 <y 
 
 R. H. WILSON 
 
 State Superintendent of Public Instruction 
 President of State Board of Education 
 
v^ 
 
 
 Designed by R. H. Wilson. 
 
 Drawn by W. T. Hunt 
 
 D. of :)j 
 
A Brief Statement of the Growth of 
 Our Schools for the Past Four Years 
 
 PURPOSE 
 
 * 
 
 This bulletin is issued for the purpose of informing the 
 public at large concerning educational progress in Oklahoma, 
 for the encouragement of those who have contributed money 
 and labor to this development, and to furnish material in the 
 form of facts, figures and suggestions to be studied by the 
 friends of education who will assist in the campaign for better 
 schools in Oklahoma. This campaign has been opened. It is 
 growing in momentum from month to month. It is a crusade 
 against ignorance and its attendant moral and civic evils and 
 should enlist the hearty support of all public spirited and 
 patriotic citizens. 
 
 We feel proud of the achievements of the past. A careful 
 perusal of the statistical tables contained herein will justify 
 this pride. An attempt will be made to interpret some of the 
 figures given and to call special attention to the noteworthy 
 progress shown. But the bulletin would be incomplete if it 
 did not mention some of the plans that have been made for 
 the betterment of our state educationally, because these plans 
 are an important part of the progress that has been made. 
 
 EQUIPMENT 
 
 Our people have faith in education and they have shown 
 their faith by their works. There are few small towns and no 
 cities in Oklahoma that do not point with pride to a modern 
 high school building erected by the community for the use and 
 benefit of the boys and girls. These temples of education, 
 equipped with the most modern furniture and appliances, are 
 dedicated to a better, a happier and a more prosperous Okla- 
 homa. They are monuments to the enterprise of the citizens 
 who provided them. We could have no better guarantee of the 
 future rank of Oklahoma among the states of our union than 
 that contained in the character of a people who have built 
 and furnished our school buildings. 
 
 — 3 — 
 
ILLITERACY 
 
 Oklahoma is uot au illiterate state. There were fifty-six 
 illiterates per thousand in the total population ten years of 
 age and over, according to the federal census of IDIO. Twenty 
 one other states had more illiterates per thousand of the total 
 population at that time. Twenty-six other states had more 
 illiterates per thousand of the total white poi)ulation than 
 Oklahoma had in 11)10. These figures are gTatifying in some 
 respects, but they admonish us to make an heroic effort to 
 bring our state to the first place educationally and, by well 
 directed efforts, to keep it there. Other states are making 
 systematic and concerted efforts to eliminate illiteracy and it 
 behooves us to permit no state to excel us in this great work. 
 
 During recent years educational progress has been ac- 
 celerated in all of the states but in no state perhaps has this 
 been more marked than in Oklahoma. It is the plan of the 
 State Department of Education to organize all the forces mak- 
 ing for a better citizenship in an educational crusade that will 
 cause our state to assume first rank when the returns of the 
 decennial census of 1920 are reported. 
 
 MAGNITUDE OF OUR EDUCATIONAL SYSTEM 
 
 Our material is at hand. It is growing and increasing 
 every year. We have G,609 school buildings located in 5,880 
 school districts, open for an average term of seven months 
 each year at an average annual cost of more than $8,000,000. 
 (See tables Nos. 1, 2 and 3.) These schools enroll approxi- 
 mately one-half million children, and furnish employment for 
 11,876 teachers. (See tables 4 and 5.) ' In addition to this 
 we have state schools and colleges, church schools and colleges, 
 and private schools in which are found other thousands of 
 students. The magnitude of our educational system appeals 
 to the imagination and should excite in us a desire to help in 
 its development. That it is capable of development may be 
 shown by making certain comparisons between the system as 
 it exists now and as it existed several years ago, — using those 
 years for which authentic data may be secured from the reports 
 on file in the office of the State Superintendent. 
 
 SCHOOL DISTRICTS 
 
 Of the 5,880 school districts in Oklahoma, 105 are inde- 
 pendent, 345 have villages located in them, and 5,430 are lo- 
 
cated in rural communities. (Table No. 1). An independent 
 district is one including a city of the first class or a town 
 district which maintains a four year high school fully ac- 
 credited by the State University. The average enumeration of 
 scholastics in independent districts is 1,337, and of village 
 and rural districts is 77. There are 367 school buildings in 
 independent districts, 510 in village districts and 5,732 in rural 
 communities. (Table Xo. 1). School is in session in these 
 buildings during an average term of 180 days in independent 
 districts, 162 days in village districts, and 102 days in rural 
 districts. (See table No. 6.) Of the 587,134 scholastics 
 enumerated in Oklahoma 139,369, or 24 per cent, live in in- 
 dependent districts and 447,765, or 76 per cent, live in village 
 and rural communities. (See table No. 5.) 
 
 THE PROBLEM 
 
 It will be observed from the foregoing that the problem 
 of education in Oklahoma is largely rural in its nature and 
 that, in seeking to improve our educational system, special 
 emphasis should be placed upon the development of the rural 
 schools. Because of the conservatism of the people whom the 
 rural schools serve, it is difficult to make rapid progress in 
 these districts. During the past four years the State Depart- 
 ment of Education has been working diligently to improve 
 the condition of all the schools in the state. That more pro- 
 gress has been made in the city and state schools than in the 
 rural schools is undeniable. Educational revolutions are born 
 in cities; the countiy is the stronghold of conservatism. But 
 people living in the rural districts are eager for better school 
 advantages and they respond readily to suggestions made for 
 the improvement of their institutions, especially after the worth 
 of these suggestions has been proven. The problem that has 
 been before our State Department of Education is that of 
 getting the propaganda to the people in the rural districts. 
 
 TEACHERS 
 
 It was necessary first to consider the condition of the 
 country teacher and to approach the solution of the rural 
 school problem by attempting to improve the quality and status 
 of the teachers who labor in these schools. It was found that 
 in 1910 only 25 per cent of the teachers in the state were 
 
holders of first grade certificates*. Few of these teachers 
 had attended normal schools. Therefore, a campaign was 
 begun in 1911 to encourage teachers to attend the normal 
 schools and to bring their scholarship to a first grade certifi- 
 cate basis. 
 
 As a result of this campaign for higher qualifications, 42 
 per cent of the teachers employed in 1914 were holders of first 
 grade certificates. During the same time the number of first 
 grade teachers increased from 2,094 to 4,933, With better 
 qualifications of teachers came better salaries. In 1910 the 
 average monthly salary of first grade teachers was |C3.54; in 
 1914 the average monthly salary of these teachers was |73.34, 
 an increase of 15 per cent over 1910. Of the 8,314 teachers 
 employed in 1910, 2,.575, or 31 per cent, held third grade cer- 
 tificates. In 1914, 11,876 teachers were employed in the com- 
 mon schools and only 2,335, or 19 per cent of the total, were 
 the holders of third grade certificates. (See table No. 7.) 
 The third grade teachers are usually persons without previous 
 experience as teachers and without professional training. The 
 fact that such teachers have been reduced in number more than 
 12 per cent during the past four years is one of the most en- 
 couraging phases of educational progress that has been made. 
 An ideal system of education would not permit an inexper- 
 ienced, untrained teacher to experiment with the boys and girls, 
 except where the work is supervised by experts. We are com- 
 pelled by circumstances to employ an average of 2,300 new 
 teachers each year as we need that many recruits. (See table 
 Ko. 7). Obviously the state normal schools cannot supply this 
 demand for trained teachers. The inexperienced and untrained 
 teachers naturally gi'avitate to the rural schools where they 
 secure experience and training as teachers at the expense of 
 these schools. 
 
 * The term "First Grade Certificate," as used in this 
 bulletin applies to first grade certificates issued hjj county 
 superintendents, city superintendents, state grammar school 
 certificates, state high school certificates, normal school di- 
 plomas and university diplomas endorsed as certificates. This 
 should he home in mind mhen reference is made to first grade 
 certificates. 
 
 — G — 
 
NEW LEGISLATION 
 
 To meet this condition a law was passed by the legislature 
 in 1915, upon the recommendation of the State Superintendent, 
 whereby he is given authority to issue certificates to certain 
 graduates of standard high schools and the district agricultural 
 schools where teacher training classes are organized. The 
 course of study that must be offered by the high schools ac- 
 corded the privilege of training teachers has been outlined by 
 the State Superintendent with the needs of the country 
 schools uppermost in mind. Another law providing for the 
 certification of graduates of private and denominational col- 
 leges was secured. Under these two acts a large number of 
 the 2,300 new teachers employed annually in our schools will 
 be trained for their work by our high schools and denomi- 
 national colleges, and all the secondary and collegiate schools 
 will ultimately be marshaled in the cause of better education 
 for all the people. Too many of our young teachers in the 
 past have been trained in the rural schools at the expense of 
 the counti'y boys and the country girls. 
 
 SUMMER SCHOOLS AND OTHER HELPS 
 
 The teachers who are already engaged in the work have 
 been encouraged to attend the state normal schools during 
 the summer and at other times while their schools are not in 
 session. The courses and terms of the normal schools have 
 been so arranged as to meet the needs of the teachers who must 
 attend higher schools at times when their own schools are 
 closed. How well the teachers of the state have availed them- 
 selves of their opportunities is shown by the increased enroll- 
 ment at the state schools, (See table No. 8), especially the en- 
 rollment at the summer terms of these schools. (See table 
 No. 9). The law placing the school district funds in the custody 
 of the county treasurer has benefited the rural teacher by 
 saving the discount on school district warrants. Teacherages 
 are being established in a number of districts and the living 
 conditions of the country teacher are improving in proportion 
 to the improvement in qualifications. Some of these results 
 have been secured apparently by indirection, but behind them 
 all has been a well mapped plan to improve the condition of 
 the rural schools by improving the condition and qualifica- 
 tions of the teachers. 
 
WHY TEACHERS GO TO CITIES 
 
 It is difficult for tlie rural schools to hold the well trained 
 teachers because of the fact that such teachers are in demand 
 in city schools. Graduates of the normal schools go to the 
 cities and towns. Teachers who have succeeded in the rural 
 schools and who have superior ability and qualifications 
 (;annot, as a rule, resist the offers which they receive from city 
 boards of education after their mettle has been proved. The 
 result is that 74 per cent of the teachers employed in city 
 schools hold first grade certificates or normal school diplomas 
 while only 25 per cent of the rural teachers hold first grade 
 certificates. This illustrates forcefully the fact that the rural 
 school problem is largely a teacher problem and vindicates 
 in a large measure the steps that have been taken to improve 
 the rural school by elevating the teacher standards. In the 
 cities only 11 per cent of the teachers have had no previous 
 teaching experience as compared with 2G per cent of inex- 
 perienced and untrained teachers in the rural schools. (See 
 table No. 10.) These figures should be reversed during the 
 next four years. Inexperienced teachers should secure their 
 experience in closely supervised schools such as the city systems 
 are. This condition will be produced only when the rural dis- 
 tricts maintain their schools for a period of time equal to the 
 average term of the city schools. Few city districts levy less 
 than five mills school tax each year. In too many rural dis- 
 tricts the levy is kept down through false ideas of economy, 
 and in such districts the people get all the education they pay 
 for. For instance, the reports for 1914 show that the cities 
 spent an annual average of |25.12 for the education of each 
 pupil enrolled in the city schools and the country disti'icts in- 
 vested only 111.81 for the education of each child enrolled in 
 the rural schools. One reason why the city schools have de- 
 veloped more rapidly than have the country schools is appar- 
 ent,— they have simply bought and paid for better schools. 
 We find that the length of the school term in independent dis- 
 tricts is nine months; in village districts, eight months; and in 
 rural districts, five months. It is not hard to see from the 
 foregoing that the urban communities have built up their 
 schools and have secured the best qualified teachers largely 
 because they have furnished employment for a longer period of 
 time each year. (See table Xo. 6.) 
 
COMPARATIVE EXPENDITURES 
 
 Almost 60 per ceut of the scholastics eunmei-ated iu the 
 state is reported from rural districts, while a large number 
 of those enumerated in independent districts live on farms 
 under rural conditions in all respects except as to their ad- 
 vantages in attending school, but only 44 per cent of the money 
 spent for public schools in Oklahoma during 1914 was spent 
 for the rural children. The other 56 per cent was spent by 
 urban communities for the benefit of the city boys and girls, 
 37 per cent being spent for the boys and girls enrolled in inde- 
 pendent districts, — ^representing only 23 per cent of the total 
 enrollment in the state. (See tables Nos. 3 and 11.) 
 
 HIGH SCHOOLS 
 
 Independent districts maintain high schools. There were 
 in the state during the school year closing Avith June, 1914, a 
 total of 437 districts in which some high school work was of- 
 fered. The work done in 102 of these districts was fully ac- 
 credited by the State University for 15 or more units, in 27 
 districts the work was accredited for from 12 to 141^ units, 
 in 22 districts the work was accredited for from 8 to III/2 
 units, and in 22 districts credit was given by the University 
 for from 4 to 71/0 units, and iu the other 264 districts in which 
 high school work was done no credit for such work was given 
 by the University. (Table No. 12.) In addition to the scho.ols 
 fully accredited there are twelve others including the state 
 preparatory schools, the district agi-icultural schools and six 
 denominational academies doing secondary work of such a high 
 character that it is accepted by our University. The high 
 schools fully accredited are located in independent districts, 
 those partly accredited are located in villages and small towns 
 and those doing work that was not accepted, are located in 
 village and rural communities. It will thus be seen that edu- 
 cational opportunities are not yet disti'ibuted uniformly. High 
 school advantages are provided for 24 per cent of the school 
 population while 76 per cent have no such opportunities to com- 
 plete a course in a standard four year secondary school with- 
 out the expense, inconvenience and disadvantages of attending 
 school away from home. To summarize, 24 per cent of our 
 boys and girls live in communities in which high schools are 
 provided, 17 per cent have slight high school advantages, and 
 
 — 9 — 
 
59 * per cent have no opportunity to secure high school training 
 at home. Consolidation of rural schools, if made general, will 
 remove this condition. Consolidation that is sporadic is not 
 a solution. The quickest and most satisfactory way to remedy 
 this defect in our educational system will probably be found 
 in the establishment of the county as the unit of school ad- 
 ministration and taxation under a plan allowing a county 
 board of education to provide township high schools and thus 
 equalize the educational opportunity of all the children in the 
 county. We realize that there are those who will oppose this 
 plan, on the ground that it is undemocratic, but we maintain 
 that such a system is purely democratic because it provides 
 equal educational opportunities for all. Under the proposed 
 plan a blanket tax would be levied on all the property in the 
 county and all of the rural and village schools would be main- 
 tained for a term of eight or more months. This would give 
 to the country child the benefit of a school system equal to 
 that of the city. Under this plan there would be established 
 a sj^stem of rural high schools offering courses of study de- 
 signed for the best education of our rural boys and girls and 
 which in time would be fully accredited by the State University. 
 High schools have increased rapidly in number during the past 
 four years and the enrollment in the high schools has made 
 unprecedented gains. There were 1,111 high school teachers 
 employed in 1914, and 19,414 pupils enrolled in these high 
 schools; 67 per cent, or 13,139, of these students were enrolled 
 in the independent districts where 52 per cent, or 581, of the 
 high school teachers were employed, (See table No. 12), and 
 where only 24 per cent of the scholastics enumerated reside. 
 (See table No. 5.) 
 
 Better high school facilities should be provided for the 
 boys and girls who complete the grammar grades in the rural 
 schools. During the past five years the number of graduates 
 from these schools has more than doubled, as shown by table 
 No. 13. 
 
 * In addition to tlie 59%^ all pupils attending rural schools 
 strictly, a very large mimher of those attending village schools 
 and the city schools live on the farms near the cities or towns 
 in tvhich they attend school and should properly he classed 
 rural school pupils, — except as to their advantages in attend- 
 ing school. 
 
 —10— 
 
Designed by R. H. Wilson. 
 
 Drawn by W. T. Hunt 
 
 This toy represents those school children living in the 
 city or independent districts, 24 per cent of the total 
 enumeration of scholastics in Oklahoma. He has all of 
 the advantages of a good school in session for a term of 
 nine months, or 180 days. It is not necessary for him to 
 leave home in order to secure a high school education. His 
 district spends |25.12 each year to provide school facilities 
 for him. He is very fortunate indeed. 
 
 —11— 
 
Designed by R. H. Wilson. 
 
 Drawn by W. T. Hunt 
 
 This village hoy represents 16 per cent of the school 
 children of OklaJioma. His school is kept open 162 days, 
 or 8.1 months each year. He enjoys the advantages of a 
 graded school loith some high school advantages. If he 
 desires a diploma from a four year high school fully ac- 
 credited, it is necessary for him to attend the high school 
 in an independent district. His district spends each year 
 only 117.11 for his education. His opportnnities are su^ 
 perior to tJwse of the country l)oy though not equal to 
 those of the city hoy. 
 
 -12— 
 
Designed by R. H. Wilson. 
 
 Drawn by W. T. Hunt 
 
 This hoy renresents the rural districts, 60 per cent of 
 our total pojmlation. His school is kept open during an 
 average term of 102 days, or 5.1 months each year. No 
 high school advantages are offered this loy ly his district, 
 which invests only $11.81 eacli year in education for him. 
 His teacher is hurdened ivit'h many grades; his recitation 
 periods average 10 minutes each. A consolidated or union 
 graded school can le provided for this hoy at a per capita 
 cost not in excess of the per capita cost of education in 
 the cities. Surely this hoy is entitled to hetter oppor- 
 tunities than have heen provided for him hy his district. 
 
 —13— 
 
RURAL HIGH SCHOOLS 
 
 Inasmuch as the common school graduates in independent 
 districts are promoted to the high school by the local super- 
 intendent without being reported to the State Superintendent, 
 it is safe to assume that fully 95 per cent of the pupils who 
 have received the common school diplomas issued by the State 
 Department of Education during the past five j-ears are pupils 
 who reside in rural districts and have attended the rural 
 schools. Thousands of the pupils in these schools have com- 
 pleted the common school branches and have not taken the 
 examination for diplomas because there was no high school 
 near to arouse their ambition or to impress upon them the 
 need of a more extended education than that offered by the 
 f rammar school. It cannot be denied that if high schools were 
 more abundantly provided and made accessible to all the 
 children, the number who complete the eighth grade and pass 
 the examination each year would be increased many fold. 
 The fact that the number of graduates has increased so 
 rapidly during the past few years is due in a large measure 
 to the increase in the number of high schools organized in 
 village and rural communities where work above the eighth 
 grade was not offered prior to 1911. It is estimated from the 
 data available that there were not to exceed twenty regularly 
 organized and operating consolidated schools in Oklahoma 
 during the year 1908. Since that time the number has been 
 increased to 103. Of this number 24, or almost 25 per cent of 
 the total, were organized in 1914. This great increase is due 
 largely to the fact that the state adopted a policy of subsidiz- 
 ing schools of this type, the proceeds of section 33 in Greer 
 county having been set aside as a fund to be used exclusively 
 in the support of consolidated rural schools. (See table No 
 14.) The legislature in 1915 failed to make an appropriation 
 to continue this state aid and as a result it is probable that 
 during the next two years there will not be as much develop- 
 ment in the way of consolidation as there was during the 
 preceding biennial period when |100,000 was available for dis- 
 tribution. In promoting consolidations it is probable that the 
 proposed county system would be the most effective legislation 
 that could be passed, as under the provisions of the proposed 
 law, the county board of education would have authority to 
 establish high school sub-districts in communities where the 
 pupils in rural schools would be served best. A number of 
 progressive states have recently adopted this system. Jeffer- 
 
 —14— 
 
son county, Alabama, pays her county superintendent a larger 
 salary than that received by any city superintendent in Okla 
 homa and in addition employs five supervisors who devote their 
 entire time to supervising the rural schools of the county. 
 
 UNION GRADED HIGH SCHOOLS 
 
 The union graded school districts in which the higher 
 branches are taught and where transportation of pupils is not 
 required by law are attracting the favorable consideration of 
 school authorities at this time. It appears now that these 
 districts, under the law as amended in 1915, will prove more 
 popular than the consolidated districts and that through them 
 will be provided high school facilities for the children of the 
 farmer. 
 
 GROWTH 
 
 Having called attention to some of the needed reforms in 
 our school system, it is fitting and proper that attention should 
 also be called to the material progress that has been made re- 
 cently by our schools. In 1910 there were 5,812 school dis- 
 tricts in the state, compared with 5,880 districts in 1914. 
 The enumeration of scholastics in 1910 was 515,478 ; in March, 
 1915, it was 587,134. In 1910 there were 415,116, or 80 per 
 cent of the enumeration, enrolled in the schools; in 1914 the 
 number enrolled was 490,908, or 89 per cent. The average daily 
 attendance grew from 45 per cent of the enumeration in 1910 
 to 58 per cent in 1914. (See table No. 4.) During 1910 there 
 were 8,314 teachers employed in the state and during 1914 
 there were 11,876 teachers employed. (See table No. 7.) The 
 reports of the county superintendents for 1911 show a total 
 of 6,222 school buildings in the state. This number had in- 
 creased to 6,609 in 1914. The amount spent for support of the 
 common schools in 1911 was |6,759,412.60 ; in 1914 there was 
 spent $7,879,906.10. The salaries of first grade teachers grew 
 from an average of |63.54 in 1910 to |73.34 in 1914, an increase 
 of |9,80 per month ; the salaries of second grade teachers grew 
 from 150.65 in 1910 to |60.41 in 1914, an increase of |9.65 per 
 month; and the salaries of third grade teachers increased from 
 145.81 to 152.43, or an increase of |6.62 per month. (Table No. 
 7). During this time the average length of the school term has 
 increased from 6.6 months to 6.8 months, or from 132 days to 
 136 days. (''The average length of public school term for the 
 whole country in 1913 was 158.1 days." — Report of U. S. Com- 
 
 —15— 
 
missioiier of Educatiou, 1914, Vol. II, page XII,) In the length 
 of school term Oklahoma is behiud the majority of the other 
 states and this item is one wherein great improvement should 
 be made during the next four years. The legislature should 
 raise the minimum term from three to six months and provide, 
 if necessary, for a blanket tax to assist those weak districts 
 which cannot maintain a term of six months school with a levy 
 of 10 mills. 
 
 In order to stimulate and assist the rural schools, there 
 has been created a voluntary commission composed of one rep- 
 I'esentative from each of the six Normal Schools. This commis- 
 sion is known as the Rural School Improvement Commission 
 and it has for its purpose the organization of all county super- 
 intendents and rural school teachers into a league pledged to 
 the work of developing rural communities as to schools, good 
 roads, and better farming conditions. This commission pro- 
 poses to encourage the organization of evening schools to assist 
 those who have not been fortunate enough to have the oppor- 
 tunity of securing a common school education earlier in life, 
 as well as any students in the community who Avish to take 
 additional work by thus applying themselves. In these even- 
 ing schools, it is planned to have discussed the subjects of 
 stock raising, domestic science, good roads, and thrift, as well 
 as to work out some of the principles of reading, writing, 
 spelling and arithmetic, and such other subjects as those in- 
 terested may desire to take up. It is hoped that in all of these 
 schools good working libraries will be established for the 
 benefit of those who want to read good books, and ultimately 
 reach the highest of all aims for the rural community, — a 
 social center in every public school district in the state of 
 Oklahoma. It is hoped that the good people of the state will 
 rally to this plan and that all may have something to do in 
 this state-wide movement for better rural conditions. 
 
 BETTER ATTENDANCE 
 
 As shown by the number of graduates completing the com- 
 mon branches and the great increase in tlie average daily at- 
 tendance, the schools are holding the pui)ils longer now than 
 formerly. This has resulted from a number of causes among 
 which may be mentioned a course of study more closely related 
 to the needs of the people and more attractive to the children, 
 teachers with better qualifications than their predecessors and 
 wilh ability to interest the pupils in the school work and 
 
 —16— 
 
the better enforcement of the compulsory education law. The 
 holding power of a school system is one of the best tests of 
 its efficiency. T\Tien we consider that the holding power of 
 our schools has risen from 4.5 per cent in 1910 to 58 per cent 
 in 1914, we must admit that some progress has been made in 
 this respect. (Fee table No. 4.) 
 
 SUMMER SCHOOLS 
 
 Probably the greatest progress has been made in the work 
 of teacher training. This work is of first importance. The 
 vast army of children cannot be drilled, disciplined, trained 
 and prepared for service without trained officers. At the 
 normal schools, university and other state schools, these of- 
 ficers, or teachers, are prepared. Especially is this true of 
 the summer sessions of all the schools maintained by the state. 
 A comparison of the enrollment at the summer sessions of 1912 
 and 1915 as given in table No. 9 in this bulletin shows an 
 increased attendance of 4,9.39 in 1915 over that of 1912. 
 
 The enrollment at the summer sessions of state schools 
 is composed almost exclusively of persons who are actively en- 
 gaged in the work of teaching, the majority of them being em- 
 ployed in the rural schools. The importance of these summer 
 sessions has never been appreciated fully by the public. By 
 reason of the increased enrollment at the summer term, as 
 compared with the regular terms of the normal schools, and 
 by reason of the experience, age, and earnestness of the teachers 
 in attendance, it is probable that as much direct benefit accrues 
 to the state and the common schools by reason of the summer 
 sessions of ten weeks as is secured from the regular sessions 
 of nine months. Since the teachers employed in the state 
 schools are paid by the year, these summer sessions are con- 
 ducted without additional cost to the state except in those 
 cases where the enrollment has gTOwn so large that it becomes 
 necessary to employ additional teachers during the summer 
 terms and in these instances the policy of having the county 
 superintendents in counties holding their summer sessions in 
 connection with the state schools furnish instructors to be paid 
 from the normal institute funds of such counties results in se- 
 curing the requisite number of instructors at the minimum 
 cost to the taxpayers. These summer normals, where teachers 
 are assembled from all sections of the state, where educational 
 problems affecting all the people are discussed, where lecturers 
 of national reputation address the teachers almost daily, where 
 
 —17— 
 
the teachers in attendance do the regular credit work offered 
 by faculties of specialists, and where the plans of the State 
 Superintendent can be outlined, explained, and emphasized, 
 are veritable springs of inspiration and information from 
 which teachers may well drink deeply with the assurance that 
 the pupils under their guidance will profit during the coming 
 year because of all this. School boards should give preference 
 to those enterprising and ambitious teachers who seek to im- 
 prove their condition by attending our state schools. Through 
 such teachers will ultimately come the solution of our public 
 school problems and the placing of Oklahoma at the educational 
 pinnacle of the nation. There is now no reason why any dis- 
 trict in Oklahoma should be burdened with an unprogressive 
 teacher and within five years there should be no reason why 
 any child in our public schools should be taught by a teacher 
 who has not become efficient through professional training. 
 Our school officers are demanding skillful and trained teachers 
 now as never before in the history of the state. The idea that 
 school positions should be given as pensions to daughters of 
 dependent widows and as political spoils to children of in- 
 fluential citizens is becoming more nearly obsolete every year. 
 School officers, patrons and pupils are demanding that teachers 
 be prepared for their responsibilities. The state is doing its 
 part in this gi'eat work and each individual citizen must do 
 his part. 
 
 STATE SCHOOL LANDS AND FUNDS 
 
 In this bulletin will be found a statement of the cost of 
 our educational institutions, also a statement of our school 
 lands and funds. Congress set aside 1,415,000 acres of land 
 and 15,000,000 for the benefit of the common schools, and 
 1,400,000 acres for the state educational institutions. Of the 
 land endowment for the common schools, 302,220.29 acres 
 have been sold at an average price of |13.12 per acre, netting 
 the common school fund 13,965,414.40. At this rate we should 
 derive |18,564,800 from the sale of our common school land 
 which, added to the |5,000,000 given by Congress, will provide 
 our state with a common school fund of |23,564,800. (See 
 table No. 14.) This money placed at 5 per cent interest will 
 produce |1, 178,240 annually, or more than one-seventh of all 
 the money needed to maintain our common schools as they are 
 maintained at present. The per capita distribution of school 
 land money and state school tax in the past has never exceeded 
 
 —18— 
 
|2.25 during any one year. The revemie derived from 
 the school fund after the land has been sold will be suf- 
 ficient to provide a per capita distribution of |2.01, which, 
 with the state tax, will amount to not less than $2.50 each 
 vear on the basis of our present school population. (See table 
 No. 15.) 
 
 The state educational institutions having land endow- 
 ment will be self supporting after the lands belonging to these 
 schools have been sold. Up to this time 120,328.50 acres of 
 these lands have been sold at an average price of |13.12 per 
 acre. At this rate the state school lands should net a total 
 of 118,368,000, which, at 5 per cent, will produce |916,300 an- 
 nually. (See tables Nos. 14 and 17.) 
 
 PERMANENT SCHOOL RESOURCES 
 
 The school lands that have been sold consist principally 
 of common school indemnity land and "new college" land. 
 The "new college" land is located in Beaver, Cimarron and 
 Texas counties. It is safe to estimate that the remaining 
 state school land will bring a higher average price per acre 
 than that which has been sold. The common school indemnity 
 land was not the choice land belonging in this fund and no 
 doubt that remaining will bring more per acre than did that 
 which has been sold. Therefore, the estimate of the ultimate 
 permanent school funds will be found to be very conservative. 
 It will be noted from table No. 16 that the apportionment of 
 money derived from the rental of school lands and interest on 
 the school funds has steadily increased as the lands have been 
 sold. It is very probable that the fund derived from the sale 
 of the lands set aside for the benefit of higher education will 
 produce a fund sufficient to support, without cost to the tax- 
 payers of Oklahoma, all the state schools now established, while 
 the placing of these lands upon the tax rolls and causing them 
 to bear their part of state, county, township and local school 
 district taxation will serve to reduce taxes on property now 
 paying the entire cost of government and thus add materially 
 to the educational resources of the rural districts in which 
 these lands are situated. 
 
 A COMPARISON 
 
 It will be observed by reading tables Nos. 18 to 22 inclusive, 
 that the amount of money spent on our state educational insti- 
 tutions is almost twice as much as is spent by the state for 
 
 —19— 
 
maintenance of the state penal and correctional institutions 
 and the eleemosynary institutions although the enrollment at 
 the state schools is almost four times the number of inmates 
 of the penal, correctional and eleemosynary institutions. The 
 per capita cost of maintaining a prisoner is 1168.83, as com- 
 pared with |C4:.15, the per capita cost of higher education to 
 the state. There is no way of arriving at the aggregate cost 
 of the criminal to the taxpayers. The court costs, expense of 
 keeping in jail, rewards offered for the arrest of persons sus- 
 pected of having committed crimes, and the trial and expense 
 of keeping persons wrongly accused of crimes, would, no doubt, 
 bring the total cost of crime up to an amount greatly in excess 
 of that spent by the state for educational institutions. But 
 using the cost of maintenance only, we see that it costs the 
 state very little more to furnish higher education for three 
 ambitious young men or young women than it costs to maintain 
 one prisoner in the penal and correctional institutions. The 
 city can provide educational facilities one year for six of its 
 pupils with the money required to maintain a prisoner one year. 
 The rural district can give one year's schooling to fifteen pupils 
 for the cost of maintaining one prisoner one year. Nine 
 teachers can be trained one year at the Central State Normal 
 for the money required to maintain one prisoner. In this 
 connection tables Nos. 18, 19, 20, 21 and 22 should be carefully 
 studied. 
 
 ILLITERATES IN THE PENITENTIARY 
 
 A special report received from the Warden of the State 
 Penitentiary at McAlester shows that there were 1,318 prison- 
 ers confined in that institution June 30, 1915. Of these prison- 
 ers 381, or 29 per cent, could neither read nor write when re- 
 ceived. In addition to these, 125 others could read very little, 
 making a total of 506, or 38 per cent, who were practically 
 illiterate at the time they were sent to the penitentiary. Our 
 rate of illiteracy, as shown by the Federal Census of 1910, was 
 56 per thousand of the population ten years of age and over, 
 or 5.6 per cent illiterate, for the state at large as compared with 
 an illiterate population of from 29 to 38 per cent in the peni- 
 tentiary. 
 
 EDUCATION VS. CRIME 
 
 Education undoubtedly leads to a decrease in crime. It 
 is much better for the state to spend money for schools than 
 
 —20— 
 
for jails and peual institutions. This fact is fully appreciated 
 b}^ the majority of our people and by the majority of the peopi«? 
 in our sister states. It is realized more fully now than ever 
 before that there is a relation between ignorance and crime. 
 More state educational institutions are being established in 
 the several states. The report of the U. S. Commissioner 
 of Education shows that there are thirteen states in the union 
 with six or more normal schools each. Some of the states with 
 fewer normals than Oklahoma appropriate more money to 
 maintain their normal schools than Oklahoma does. Table No. 
 23 gives a comparison of cost of normal schools in Oklahoma, 
 Texas and Kansas as shown by a report of the U. S. Commis- 
 sioner of Education. Our six ISTormal schools are running at 
 full capacity during eleven months each year, but as stated 
 before, these schools cannot train the 2,300 new teachers needed 
 each year. Normal training high schools will help prepare 
 these teachers in the future. Through the agency of graduates 
 from the state normal schools, the normal training high schools 
 and the department of education maintained by the other state 
 institutions of higher learning, and the denominational and 
 private colleges, illiteracy can be reduced to a minimum in our 
 state and a great decrease in crime can be shown as a result. 
 With this aim in view, money spent for public education by 
 state and loc^al authorities is the most valuable investment 
 that can be made by the taxpaj^ers. (See table No. 24.) 
 
 OKLAHOMA AS PART OF THE NATIONAL SYSTEM 
 
 Our nation and its institutions depend for perpetuity upon 
 an intelligent and law-abiding citizenship. Education is a 
 national necessity with us. The system of public education 
 is predicated upon this truth. Oklahoma as one unit in the 
 national system is below the average in some respects, es- 
 pecially so in the length of the school term. The per capita 
 cost of university training in Oklahoma is about one-third of 
 the average per capita cost in the United States, while the 
 average per capita cost of normal training in the United States 
 is six times as great as the average per capita cost of normal 
 training in Oklahoma. We have a larger enrollment in our 
 normal schools in proportion to the number of teachers em- 
 ploj'ed in our public schools than any other state in the union, 
 perhaps. Our normal school enrollment in 1915 was almost 
 10 per cent of the total enrollment in all of the normal schools 
 in the United States during 1913. The elementary and high 
 
 —21— 
 
schools in Oklahoma cost an average of |15.85 per pupil each 
 year as compared with an average of |28.02 in the United 
 States at large. (See table No. 25.) 
 
 The average length of our school term in Oklahoma during 
 1914 was 6.8 months, or 136 days, as compared with 158 days 
 for the entire United States. The difference between the aver- 
 age per capita cost in the public schools of the United States 
 as a whole and in Oklahoma is |12.17. If the present pec 
 capita cost in Oklahoma were increased by |12.17, so as to 
 make the cost of elementary and secondary education in Okla- 
 homa equal to the average for the United States, there would 
 be raised a fund more than sufficient, at present prices, to 
 keep the Oklahoma schools running at full capacity during 
 twelve months each year. The friends of education in Okla- 
 homa should not rest content until the length of the school 
 term in Oklahoma is longer than the average in the United 
 States. It is true that a longer term will cost more, but, as 
 has been shown, a term of twelve months may be maintained 
 in our schools at a cost less than the average for the country 
 at large, under the present conditions and at the present prices. 
 
 COST OF EDUCATION AND LUXURIES 
 
 The cost of education for the year 1913 as estimated by 
 the national bureau of education was, in round numbers, |7o0,- 
 000,000.00. "This three-quarters of a billion is a small amount 
 when compared with other items in the public expense," de- 
 clares the United States Commissioner of Education in his 
 latest report. "It is less by |300,000,000.00 than the cost 
 of running the Federal Government; it is less than one-third 
 the Nation's expenditure for alcoholic liquors; it is only a 
 little over three times the estimated cost of admissions to 
 moving picture theaters in the United States for the same 
 year." 
 
 Many additional comparisons may be made and many 
 truths learned concerning our educational system by reading 
 and studying the tables in this bulletin. It is desired that 
 each person in whose hands ono of these bulletins falls make 
 a careful analysis and comparison of tables 1 to 25 inclusive 
 to the end that the importance, the magnitude, and the pur- 
 pose of our educational system may be more fully appreciated 
 and understood. 
 
 —22— 
 
MY CREED 
 
 My creed is work ; to follow duty's call 
 However far it lead across the plains — 
 Through trackless woods, or ringing on the hills; 
 To seek for pleasure in the realms of toil — 
 Still ever striving for a larger self 
 With which to do a service for the rest. 
 
 To lay a new path through the unknown way, 
 And leave some heritage e'en though so small 
 No other hand would love or care to leave. 
 Rejoicing ever in my brother's craft. 
 To follow system and the perfect law- 
 Be what I am, and do my very best 
 To lead a life which towers above the hills, 
 And points the way across the plains to God. 
 
 —R. H. Wilson. 
 
 —23- 
 
TABI.E NO. 1 
 
 School Districts, Buildings and Equipment. 
 
 Classification of Dist's Number Buildings 
 
 Independent 105 367 
 
 Village - 345 510 
 
 Rural -. 5,430 5,732 
 
 Total 5,880 6,609 
 
 Rstimated 
 Value of 
 Buildings 
 
 9,990,859.82 
 3,722,045.00 
 5,596,146.63 
 
 $19,309,051.45 
 
 Est. Value of 
 
 Library, 
 Furniture, etc. 
 
 $ 557,251.59 
 317,694.91 
 843,386.69 
 
 $1,718,333.19 
 
 TABIii: NO. 2 
 
 Receipts and Expenditures of Common Schools During Five Years. 
 
 State District Receipts from 
 
 Apportionment Taxes Other Sources 
 
 1910 $ 770,010.50 $4,323,640.11 $4,130,942.23 
 
 1911 742,310.75 3,504,162.88 3,789,451.89 
 
 1912 970,526.21 4,986,576.53 4,299,455.49 
 
 1913 1,070,447.55 5,702,052.81 2,822,083.07 
 
 1914 1,225,100.41 5,995,232.56 2,476,022.84 
 
 Total Total 
 
 Receipts Spent Balance 
 
 1910 $9,124,592.84 $8,600,450.32 $ 524,142.52 
 
 1911 8,035,925.52 6,759,412.60 1,787,057.42 
 
 1912 10.256,558.23 8,957,567.85 1,304,018.78 
 
 1913 9,594,583.43 8,047,568.21 1,547,015.22 
 
 1914 9,696,355.81 7,879,906.10 1,816,449.71 
 
 TABIiE JSrO. 3 
 
 Expenditures of School Districts 1913-14. 
 
 For Teacliers Other 
 
 Salaries Purposes 
 
 In Independent Districts $1,749,003.25 $1,139,876.43 
 
 In Village Districts 994,064.22 529,828.95 
 
 In Rural Districts 2,513,978.87 953,154.38 
 
 Total 
 
 $2,888,879.68 
 1,523,893.17 
 3,467,133.25 
 
 TABiii: iro. 4 
 
 Comparison of Enumeration, Enrollment, and Average Daily Attendance 
 for a Period of Five Years. 
 
 Per cent of 
 Average Per cent of Enum'n 
 Daily Enum'n in Daily 
 
 Year Enumeration Enrollment Attendance Enrolled Attendance 
 
 1910 515,478 415,116 236,548 80 45 
 
 1911 539,058 443,227 260,018 82 48 
 
 1912 556,818 438,901 274,694 79 49 
 
 1913 541,828 469,809 284,186 86 52 
 
 1914 557,004 496,908 322,117 89 58 
 
 1915 .- 575,021 
 
 1916- ♦ 587,134 
 
 * This enumeration was reported by the county superintendents in 
 March, 1915, and the apportionment of state and county funds for the 
 fiscal year ending .lune 30. 1916, will be made on the basis of this census. 
 
 TABIii: NO 5 
 
 Distribution of Teachers and Pupils in School Districts 
 
 TEACHERS PUPILS 
 Enum'n of Pupils 
 
 Classification Number Percentage between 6 and 
 
 of Districts Emploved of Total 21vearsofage 
 
 Independent .. 2,861 24.3 139,369 
 
 Village 1,992 16.9 99,458 
 
 Rural 7.023 58.8 348,307 
 
 Total 11,876 100.0 587,134 
 
 P'c'ntage 
 of Total 
 
 23.8 
 
 16.9 
 
 59.3 
 
 100.0 
 
TABI.E NO. 6 
 
 Average Daily Attendance and Length of School Term, 1914. 
 
 Av. No. Pupils Av. Length 
 
 Classification Attending Percentage of Term 
 
 of Districts Daily of Total in Days 
 
 Independent 90,051 27.9 180 
 
 Village 56,877 17.6 162 
 
 Rural 175,189 54.5 102 
 
 Total 322,117 100.0 136 
 
 TABIii: NO. 7 
 
 Comparison of Certificates and Salaries of Teachers During Five Tears. 
 
 Number Employed Average Monthly Salaries 
 
 ♦First Second Third *First Second Third 
 
 Crrade Grade Grade Grade Grade Grade 
 
 1910 2,094 3,645 2,575 $63.54 $50.65 $45.81 
 
 1911 -.U__- 2,470 4.226 2,599 66.80 50.08 48.54 
 
 1912 ....|-. 3,378 4,475 2,429 70.88 57.63 50.52 
 
 1913 3,925 4,551 2,303 71.03 58.20 51.55 
 
 1914 4,933 4,608 2,335 73.34 60.41 52.43 
 
 * Holders of University, College, and Normal diplomas. State certifi- 
 cates, first grade county certificates and first grade city certificates are 
 included under this head. 
 
 TABIiZ: NO 8 
 
 Comparison of the Knrollment and Graduates of State Schools in the 
 Years Closing with Summer Terms of 1912 and 1915. 
 
 ENROLLMENT GRADUATES 
 
 1911-12 1914-15 1911-12 1914-15 
 
 University 793 2,203 117 191 
 
 Okla. College for Women,. 178 307 8 8 
 
 School of Mines 37 62 2 
 
 Central Normal 1,564 3,297 31 141 
 
 Northwestern Normal 646 1,308 12 56 
 
 East Central Normal 750 1,249 7 51 
 
 Southwestern Normal 464 1,113 15 23 
 
 Southeastern Normal 444 1,192 12 23 
 
 Northeastern Normal 411 1,194 11 28 
 
 University Preparatory 467 897 55 75 
 
 Eastern Uni. Preparatory.. 219 414 14 33 
 
 Totals 5.973 13,234 284 629 
 
 An increase of 7,261 345 
 
 TABIiE NO. 9 
 
 Compared Enrollment of Summer Schools for Summers of 1912 and 1915. 
 
 1912 1915 
 
 University 143 516 
 
 Central Normal 810 2,212 
 
 Northwestern Normal 315 718 
 
 East Central Normal 406 873 
 
 Southwestern Normal 207 681 
 
 Southeastern Normal 223 849 
 
 Northeastern Normal 201 860 
 
 University Preparatory 362 
 
 Eastern University Preparatory 173 
 
 Totals 2,305 7,244 
 
 An increase of. 4,939 
 
Vt-t~ix I \a 
 
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TABI.Z: NO. 13 
 
 Record of Eighth Grade Graduates During Five Years. 
 
 Increase Over 
 Number of Graduates Preceding Year 
 
 3,725 
 
 4,436 -711 
 
 5,677 1,241 
 
 6,745 1,068 
 
 8,374 1,569 
 
 Aggregate 28,957 
 Increase of 1915 over 1911 4,649 
 
 Year 
 1911 
 1912 
 1913 
 1914 
 1915 
 
 TABIDS ITO. 14 
 
 SCHOOL LANDS 
 Acres "New Average 
 
 Acres College" Price 
 
 Original Grant Total Acres Proceeds Per 
 
 Grant of 190t) Acres Sold of Sale Acre 
 
 Common Sch'l 1,200,000 
 Common Sch'l 
 
 Indemnity 215,000 1,415,000 302,220.29 $3,965,414.40 $13.12 
 
 State Edu. 
 
 Institutions — 350,000 1,050,000 1,400,000 120,328.50 $1,578,794.58 $13.12 
 
 Consolidated 
 
 Schools 40,480 40,480 
 
 Aggregate 1,805,480 1,050,000 2,855.480 422,548.79 $5,544,208.98 $13.12 
 
 TABIiE HO. 15 
 
 State Apportionment of Money to Common Schools. 
 Fiscal 
 
 Year Rate 
 
 Ending Rentals & State Per 
 
 June 30 Interest Tax Total Capita 
 
 1912 $694,349.87 $191,445.23 $ 885,795.10 $1.95 
 
 1913 820,254.00 236,310.00 1,056,564.00 1.95 
 
 1914 909,951.00 343,308.00 1,253,259.00 2.25 
 
 1915 977,535.70 287,510.50 1,265,045.20 2.20 
 
 Apportionment 
 
 of Funds Derived 
 Interest on 
 Enumeration 
 
 TABI.E NO. 16 
 
 from Rental of School Lands and 
 School Funds. 
 
 Per Capita Apportionment 
 
 
 
 Used as 
 
 Per 
 
 Amount 
 
 for 
 
 for 
 
 Month 
 
 Year 
 
 Basis 
 
 Capita 
 
 Apportioned 
 
 Fiscal Yr. 
 
 Fiscal Yr. 
 
 January 
 
 1911 
 
 539,058 
 
 $1.00 
 
 $539,058.00 
 
 
 
 August 
 
 1911 
 
 539,087 
 
 $0.41 
 
 221,025.67 
 
 1912 
 
 1912 
 
 January 
 
 1912 
 
 556.852 
 
 $0.85 
 
 473,324.20 
 
 $1.26 
 
 $694,349.87 
 
 August 
 
 1912 
 
 556,852 
 
 $0.50 
 
 278,426.00 
 
 1913 
 
 1913 
 
 January 
 
 1913 
 
 541,828 
 
 $1.00 
 
 541,828.00 
 
 $1.50 
 
 $820,254.00 
 
 August 
 
 1913 
 
 541,828 
 
 $0.60 
 
 325,096.80 
 
 1914 
 
 1914 
 
 January 
 
 1914 
 
 557,004 
 
 $1.05 
 
 584,854.20 
 
 $1.65 
 
 $909,951.00 
 
 July 
 
 1914 
 
 575,021 
 
 $0.70 
 
 402,514.70 
 
 1915 
 
 1915 
 
 January 
 
 1915 
 
 575,021 
 
 $1.00 
 
 575,021.00 
 
 $1.70 
 
 $977,535.70 
 
 August 
 
 1915 
 
 587,134 
 
 $0.60 
 
 352,280.40 
 
 
 
 TABI.Z: NO. 17 
 
 Expenditures in a Group of State Schools for the Years Ending June 
 30th, 1912, and 1914. 
 
 1911-12 1913-14 
 
 University $188,792.89 $271,762.4 3 
 
 Oklahoma College for Women 29,623.34 33,600.00 
 
 School of Mines 31,169.22 30,370.44 
 
 East Central Normal 35,451.01 39,000.00 
 
 Northwestern Normal 45,795.00 38,000.00 
 
 Southeastern Normal 36,246.38 33,178.20 
 
 Central State Normal 50.314.90 52,500.00 
 
 Northeastern Normal 40,477.12 36,943.59 
 
 Southwestern Normal 48,322.77 33,000.00 
 
 University Preparatory SchooL... 47,100.61 55,189.28 
 
 Eastern University Preparatory School 28,052.88 19,830.18 
 
 Totals - .-$581,346.12 $643,374.12 
 
 An Increase of 62,028.00 
 
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Times-Journal Pub. Co. 
 Oklahoma City 
 
LIBRftRY OF CONGRESS 
 
 IWIIIIIiii 
 
 022 135 018 2 
 
 
 Everything that tends toward 
 
 making a 
 
 boy 
 
 a better and 
 
 more useful citizen is edu- 
 
 cational and should be included in 
 
 the train- 
 
 ing 
 
 given in the 
 
 public schools. 
 
 
 
 
 R. H. 
 
 WILSON