A proposed distribution of junior colleges for Oklahoma

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THE UNIVERSITY- OF OKLAHOMA. GRADUATE COLLEGE

A PROPOSED DISTRIBUTION OF JUNIOR COLLEGES FOR OKLAHOMA

A THESIS SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION

BY BRUCE G. CARTER Norman, Oklahoma -

1950

UNIVERSITY OF OKLAHOMA l i b r a r y

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UMI Number: DP10162

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A PROPOSED DISTRIBUTION OF JUNIOR COLLEGES FOR OKLAHOMA

APPROVED BT

THESIS CO]

329680 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

To my -wife, Mary Nola Carter, who has been a constant inspiration and guide to me, this thesis is respectfully dedicated.

iii

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ACKNOWLEDGEMENTS

Sincere thanks are due Dr. John F. Bender for his timely assistance, for his counsel and guidance, and for his infinite patience in directing the work of this thesis. Grateful appreciation is expressed to Mrs. Lula K. Pratt and Mrs. Etta R. Bruton, faculty members of Northeastern Oklahoma A. & M. College, for their assistance in helping with this report. A debt of gratitude is expressed to the University of Oklahoma and to the citizens of the State who support it. Personal acknowledgement is also due the members of the Board of Regents for Oklahoma A. St M. Colleges for their kind coopera­ tion in making it possible for the writer to arrange his time in such a .

way as to permit this thesis to be written.

BRUCE G. CARTER i

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TABLE OF CONTESTS

Page LIST OF T A B L E S ..............................................

ix

LIST OF ILLUSTRATIONS........................................

xii

Chapter I.

INTRODUCTION..........................................

1

II.

HISTORICAL DEVELOPMENT OF TEE JUNIOR COLLEGE..........

4

Early Permanent Public Junior Colleges ............ President Harper’s Prophecy........................ Purpose of the Founders............................ Currently Accepted Definitions of Purpose .......... Objectives of the California Junior Colleges . . . . Purposes of a Junior C o l l e g e ......... Cost of Junior Colleges in Relation to Attendance . • III.

IV.

THE JUNIOR COLLEGE IN OKLAHOMA

8 10 14 18 20 21 25

..............

29

State Junior Colleges . . . . . . . .............. Municipal Junior Colleges .......................... Independent Junior Colleges ........................ Discontinued Junior C o l l e g e s ...................... The Future of the Institution in Oklahoma.......... Need in Oklahoma for Vocational Courses ............ General Education. Guidance ...................... Adult Education......... Civic Leadership.

30 35 40 42 47 52 52 53 54

THE JUNIOR COLLEGE MOVEMENT IN THE UNITED STATES . . . .

55

Organizational Structure and Finance . . . . . . . . Financial Control....................... Junior College Costs . . . . . .............. . . . Curriculum Patterns and Course Offerings . . . . . . Terminal Education ................................ The Trend and Predicted Future ...............

55 71 73 76 77 78

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Chapter

V.

Page Analysis of Legal Provisions in Other States . . . . .

80

C a l i f o r n i a ............ Texas ............................... lotra. ...................................... K a n s a s ........................ Illinois . . . . . Nevr Y o r k ........................................ Mississippi . . . . . . . . . . . . . . . ........ Oklahoma . . . . . . . . . ...................... Washington ........................ . . . . . . .

80 85 88 90 92 98 103 104 107

SURVEY OF OKLAHOMA JUNIOR C O L L E G E S .................. ..

112

/

VI.

Institutions and Areas They Serve . . . . . . . . . Nature of Curricular Offerings .................. Present Enrollments.............................. Comparisons.................... .................. Junior College Costs in Oklahoma . .............. Income of Oklahoma Junior Colleges ..............._ The Faculty of Oklahoma Junior Colleges as to Number, Salary, Degrees, and T e n u r e ........

STUDENT QUESTIONNAIRE FOR HIGH SCHOOL GRADUATES........ Are You Planning on Going to College?............ Would You Like to Go to C o l l e g e ? ................ If a Junior College Were Organized in Your Home County, Would You Attend I t ? . .............. Would You Attend It If You Had to Pay from $100 to $120 Annual T u i t i o n ? .................... Would You Attend It if There Were No Tuition C h a r g e s ? .......... ............................. Are You Going to College if a Junior College Is Not Organized Near Your H o m e ? ............ .. Choice of Professions Given by Graduating Seniors ............................ ......... . Choice of Jobs Given by Graduating Seniors . . . .

VII.

NEGRO JUNIOR COLLEGES......... . . Negro Population in Oklahoma ............ Negro High School Students in O k l a h o m a .......... Recommendations Concerning Negro Junior Colleges. *

VIII.

112 115 118^ 118 124 130 130 137 139 140 141 142 144 145 150 151 155 155 156 160

CRITERIA FOR THE ESTABLISHMENT AND MAINTENANCE OF PUBLIC JUNIOR COLLEGES ..................

162

Size of Community .............................. Community I n t e r e s t ...................... .

162 163

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^Chapter

K.

Page Need . . . . . . . . . . . . . . . . . . . . . . Ability to Support a C o l l e g e ................. Summary .............................. Analogies for Oklahoma Dratm from Comparable Situations.............

164 165 174

APPLYING THE CRITERIA TO O K L A H O M A ..................

184

Criteria for the Establishment of Public Junior Colleges in Oklahoma .................. Oklahoma City ................................ ................. Tulsa M u s k o g e e ........... Seminole C o u n t y ................................ Creek C o u n t y .................................. Pottaisatamie C o u n t y ............................ Okmulgee C o u n t y ................................ Pittsburg C o u n t y .............................. Kay County .................................. Le Flore C o u n t y ................................ Garfield C o u n t y ................................ Carter C o u n t y .................................. Osage C o u n t y .................................. McCurtain C o u n t y .............................. Grady C o u n t y .................................. Caddo County ...................... Comanche C o u n t y ................................ Pontotoc C o u n t y ................................ Bryan C o u n t y .................................. Payne C o u n t y .................................. Ottawa County ........................ Garvin County ........................ Stephens C o u n t y ....................... Washington C o u n t y .............................. Lincoln County ................. Canadian C o u n t y ................................ K i o m C o u n t y .................................. Washita C o u n t y ............. Beckham County . . . . . . . . . . . . . . . . . Jackson C o u n t y ................................ Rogers C o u n t y .................................. Cherokee C o u n t y ........................... Hughes C o u n t y ........................... Greer County ....................... Woodward C o u n t y ................................ Summary .............

184 188 191 193 194 195 196 197 198 199 200 201 201 203 204 204 205 206 206 207 207 207 207 208 209 210 211 212 213 214 214 215 216 216 217 217 219

177

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^Chapter X.

Page

A PROPOSED PLAN FOR THE ESTA3LISEHEHT OF JUNIOR COLLEGES 33 OKLAHOMA ........................ Recommendations ............................... . A Stats Flan of Junior Colleges.................... Control of the Junior Colleges .................... O r g a nization............. Standards for Establishing Public Junior Colleges in Oklahoma ................ . . . . . . . Certification of a Professional S t a f f .............. Finance ........................................ Fees ....................................... Transportation ..................... Legislation........................................ Standards for Accreditation........................

XI.CONCLUSION...............................

226 226 226 227 227 228 229 229 250 231 251 231 233

Need for Two Additional Years .......... IShat Other States Are D o i n g ........................

234 235

BIBLIOGRAPHY................................................

237

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L IS T OF TABLES

Table I.

Junior College G r o w t h ..............................

12

II.

Relative Growth of Public and Private Junior Colleges.

IS

III. IV. Y.

VI.

711.

VIII. ;)

IX.

X.

\

XI.

XII.

XIII. i

i

Page

Enrollments of Public and Private Junior Colleges

.

.

14

Percentage of Students Leaving Universities by Years

.

18

Relation of Annual Tuition Charges in 110Local Public Junior Colleges in 16 States to the Size of Junior College Enrollment Expressed as a Proportion of High School Enrollment

26 ^

Reasons Influencing the Attendance of3,000 California Junior College Students...................

27

High School Graduates Continuing Their Education Under Yarious Conditions ......................

49

Data on Public and Private Junior Colleges by States

68

.

Major Sources of Financial Support of Public Junior Colleges With Percentages Derived from Different Sources (1S37-1938)

72 ^

Enrollments and Current Expenditures per Student in Average Daily Attendance in California Public Junior Colleges, 1937-38 to 1940-41 inclusive ........

75

Enrollments and Expenditures per Student of Junior Colleges and Public Technical Institutes of the North Central Association, 1939-40. . . . . . . . .

76

Distances Students Live From Junior Colleges in Oklahoma, 1948

/ 113 17

Interest of Students in Junior Colleges in Oklahoma, 1948

116

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^ T a b le

XIV.

XV.

XVI.

XVII.

XVIII. XIX.

XX.

j

119 ^

/

Comparison of Classes of Students Enrolled in Junior Colleges in Oklahoma, 1948

120

Comparison of Sex of Students Enrolled in Junior Colleges in Oklahoma, 1948

122

Comparison of Veteran and Hon-Veteran Students in Junior Colleges in Oklahoma, 1948 ............

123

f

Expenditures in Junior Colleges in Oklahoma, 1948.

126 ^

Per Capita Costs in Junior Colleges in Oklahoma, 1948 . . . . . . . ........

128

./' . . . . .

131 ^

Number of Teachers, Average Salary and Degrees Attained by the Instructional Staff of Junior Colleges in Oklahoma, 1948

133

Tenure of Teachers in Junior Colleges in Oklahoma, 1948 ..................................

135

XXIII.

Are You Planning on Going to College?. . . . . . .

139

XXIV.

Would You Like To Go To College? . . . . . . . . .

140

If a Junior College Viere Organized in Your Home County, Would You Attend I t ? ..............

141

Would You Attend It If You Had To Pay From. $100 to $120 Annual Tuition? . . . . . . . . . . .

142

Would You Attend It. If There Were Ho Tuition Charges? ...........

144

Are You Going to College If a Junior College is Hot Organized Hear Your Home? . . . . . . . . . .

145

Choice of a College of Graduating Seniors of High Schools in Counties Studied, 1949 . . . . . .

148

Choice of a Profession of Graduating Seniors of High Schools in Counties Studied, 1949 . . . .

150

XXII.

'

Trend of Enrollment in Junior Colleges in Oklahoma, 1925-1948

Income of Junior Colleges in Oklahoma, 1948. . . .

XXI.

j

Page

XXV.

XXVI.

XXVII.

XXVIII.

XXIX.

XXX.

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X

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Table XXXI.

XXXII.

XXXIII.

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Page Choice of A Job Shown by Graduating Seniors in A Sampling of High Schools in Oklahoma, 1949 . .

151

Negro Population, High School Enrollment, and High School Graduates ..............

158

Location of Negro Students and High School Graduates in Oklahoma ..........................

159

X I

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L IS T OF ILLUSTRATIONS

Figure

Page

1.

Growth in Number of Junior Colleges............

15

2.

Growth in Junior College Enrollment............

16

3.

Historical Data of Oklahoma Junior Colleges, 1920-1948

4.

5.

31

Map of Oklahoma Showing the Location of the Twelve Counties to which the Student Questionnaire ............ ........................ . Was Sent

147

Map of Oklahoma Showing the Location of All the Colleges, Both Junior and Senior, in the State . . .

181

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A PROPOSED DISTRIBUTION 07 JUNIOR COLLEGES FOR OKLAHOMA

CHAPTER I

INTRODUCTION The President's Comission on Higher Education defines the com­ munity (junior) college as the next great area of expansion in higher education.^ That the junior college is cational

the fastest growing unit inour edu­

system is easily seen when we view the figures

showingwhat has

happened to this new unit in our American Public School System.

A pro­

gressive growth from no junior colleges at the turn of the century to 663 in 19U8 with an enrollment of UU6,?U3 is ample proof that we need to give the matter our best thought for its future development. Again the President's Commission states: It is essential therefore, that the Community colleges . . . be planned on a statewide basis and administered in such a way as to avoid expensive duplication and to provide training for each vocation somewhere. Such training should be made available to qualified students regardless of their place of residence within the state. ^Higher Education for American Democracy (Washington, D. C., U. S. Government Printing Office, December, 19U7), Vol. II, p. 22. 2Ibid., Vol. Ill, p.7. i i 4 3 1

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Until recently college education was for the very few.

)

Now a

fifth of our young people continue their education beyond high school. Many young people want less than a full four-year college course.

The

two-year college— that is the thirteenth and fourteenth years of our f

educational system— is about as widely needed today as the four-year

:

high school was a decade ago.

3

At least b9 per cent of our population has the mental ability to complete fourteen years of schooling with a curriculum of general and vocational studies that should lead either to gainful employment or to further study at a more advanced level.

At least 32 per cent of our

population has the mental ability to complete an advanced liberal or specialized professional education.^ ?fith our colleges and universities crowded to overflowing, and with predictions of even higher enrollments in the immediate future, it is high time that statewide surveys should be made with the view in mind of meeting the veiy serious problem of what to do with countless thou­ sands of our youngsters who are going to be looking to us for their rightful heritage. ;

;

The first goal in education for democracy is the full, rounded, and continuing development of the person. The discov­ ery, training, and utilization of individual talents is of fundamental importance in a free society. To liberate and per­ fect the intrinsic powers of every citizen is the central pur­ pose of democracy, and its furtherance of individual self-real­ ization is its greatest glory. 3roid., p. 5. ^Higher Education for American Democracy, Vol. I, p. Ul. %bid., p. 9.

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The purpose of this investigation shall be to analyze the pres­ ent junior college situation in Oklahoma, to recommend new institutions if they are needed, and to locate them where a proven need exists, using the best "criteria for establishing a junior college” that can be deter­ mined.

Oklahoma, the U6th of our H8 states, has always been vitally

interested in the education of her citizens and has made great strides in this matter during her Ul years of growth.

It seems certain that

when the facts are given, Oklahoma will accept the challenge and provide in a generous measure for this growth and development of her young people.

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CHAPTER II

HISTORICAL DEVELOPMENT 0? THE JUNIOR COLIEGE

The first public junior college in the United States that is still in existence was established in 1902 in the Joliet township high school district in Joliet, Illinois, under the leadership of J. StanleyBrown, who was then Superintendent of Schools of the Joliet Township Higi School. William R. Harper, formerly President of the University of Chi­ cago, has often been called the "father of the Junior College. Harper first used the term "Junior College" in I896 when he referred to the lower and the upper divisions as the Junior and Senior colleges, respectively.

At a later date, Harper used the title "Junior

College" to apply to institutions entirely separate from a university. However, Harper was not the first educator to advocate the junior college idea. As early as I8p2, Henry P. Tappen, then President of the Univer­ sity of Michigan, advocated that the high school should properly take

C. Eells, American Junior Colleges (Washington, D. C.: American Council on Education, 19^0), p. 10.

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over and direct the first two years of university work which he insisted

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was secondary in character and properly a part of the high school’s

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responsibility.

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William W. Folwell, the first President of the University of Minnesota, suggested as early as 186? that the body of work for the first two years in our ordinary American colleges properly belonged to the secondary schools.^

\

A. F. Lange suggests three possible methods of founding junior colleges using the story of Procrustes, the highwayman in Attica, with his famous iron bed as an example. 1.

Shall the American University have its legs cut off, and, if so, where?

2.

Shall the American four-year high school and private academy be stretched, and, if so, how much?

3.

Shall certain American colleges have their heads cut off, and, if so, by whor,?^ The University of Georgia was the first American university to

adopt the plan of eliminating freshmen and sophomores.

The Board of

Trustees in 1859 approved this plan when the Chairman of the Prudential Committee convinced them that freshmen of "tender years" were too young v

for university responsibilities and that the "foundation of failure, if ■ not ruin, is laid in the freshman and sophomore years of college life." The plan, interrupted by the Civil War, was not put into effect again when the college reopened.-* 2Ibid., p. 10.

^Ibid., p. 10.

^Ibid., p. 10.

-*Ibid., p. 11.

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Michigan and Western Reserve Universities tried in the early

80’s to sake sharp distinctions between the lower and upper divisions of their universities. In 190f>, President James of the University of Illinois recom­ mended modifying that institution by a continued growth at the top and a lopping off at the bottom.^ Attempts were also made by Leland Stanford and Johns Hopkins to abolish the lower divisions.

At Stanford the alumni were successful in

resisting the idea; and at Johns Hopkins, the plan as initiated by the President, E. J. Goodman, was dropped when he retired from the presidency. In President Harper's first decennial report, covering the per­ iod closing July 1, 1902, he discussed in an illuminating manner the experience of the University of Chicago with the junior college.

He con­

sidered the philosophy back of it, and the resulting advantages and prob­ lems-.

He pointed out that the advantages, in his opinion, would be

fivefold: 1.

Many students will find it convenient to give up college work at the end of the sophomore year;

2.

Many students who would not otherwise do so, will undertake at least two years of college work;

3.

The professional schools will be able to raise their stand­ ards for admission, and in many cases, many who desire a professional education will take the first two years of col­ lege work;

ii.

Many academies and high schools will be encouraged to develop higher work;

5.

Many colleges which have not the means to do the work of the junior and senior years will be satisfied under this arrange­ ment to do the lower work. 6Ibid., p. 11.

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In later years, there has been a tendency to separate the administrative organisation of the upper and lower divisions on the sane campus in a considerable number of universities and senior colleges.

In at

least 38 of these institutions, the designation "junior college" is used. In two leading American universities, the decision to abolish the lower division was made by the trustees, but in neither has it been carried out, due in one case, primarily to alumni opposition, in the other, to a change of administration. At Stanford University, abolition of the lower division was advocated as early as 1S07 -gdien President David Starr Jordan recommended that it be accomplished in 1913.

Dr. Jordan has stated that Senator

Lei and Stanford, founder of the University, as early as 1892 looked for­ ward to a time when the institution should limit itself to upper division and graduate work entirely.

Under President Ray Lyman Wilbur, the pro­

cess of elimination of the lower division was initiated in 1927 through gradual reduction of the number of entering freshmen, but during his ab­ sence as Secretary of the Interior, alumni influence caused the trustees to abandon the policy. It has remained for a small denominational liberal arts college, rather than one of America’s leading universities, to be the pioneer in ;

actually abandoning its freshman and sophomore work in the junior, senior, and first graduate years and depending for students upon surrounding junior colleges.

This distinction belongs to the College of the Pacific

at Stockton, California, where the lower division work was abolished in 1935.

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8 The junior colleges of America have developed by the addition of college -work to the high schools, by senior colleges eliminating the upper two years of college work, and by the outright establishing of two years of college work. President James R. Angell of Yale stated in 1915 that the im­ mediate motivation for the junior college came not so much from the uni­ versities, however much they may have served the cause through occasional educational leaders and occasional agitation of educational ideals, but rather from the secondary schools and from the intelligent public sup­ porting them. One of the first developments adding junior college work to the high school came in 1895 ■when the Bast Side High School of Saginaw, Michigan, gave freshman work in Latin, algebra, trigonometry, English, and history.

This work was accepted as satisfactory by the University

of Michigan.

Barly Permanent Public Junior Colleges

Through the influence of President Harper of the University of Chicago, J. Stanley Brown, Superintendent of Schools at Joliet, Illinois, started the first public junior college that is still in existence. Incidentally, both President Harper and Superintendent Brown were Bap­ tists, and it was during a Baptist Convention that details of the estab­ lishing of a junior college were discussed. A junior college at Goshen, Indiana, was organized in affilia­ tion with the University of Chicago, and while it continued successfully for several years, it was later discontinued for local reasons.

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In 1904, J* Stanley Brown reported that Muskegon and Saginaw,

Michigan; Philadelphia, Pennsylvania; St. Joseph, Missouri; Goshen,

\

Indiana; Joliet, Illinois; and eighteen semi-public institutions in

i

different sections of the country were working out the six-year plan,

i

giving college work in connection with the high school.

‘

In 1915, Hannibal, Kansas City, and St. Joseph, Missouri, organized junior colleges in connection with their high schools.

Both

Crane and Lane High Schools in Chicago started their junior college work the same year.

Two other early junior colleges organized were

Grand Rapids, Michigan, in 1914 and Rochester, Minnesota, in 1915. Certainly due credit and recognition should be given to both Dr. A. F. Lange, for many years Dean of the School of Education at the University of California, and President David Starr Jordan of Stanford University.

These two men, working together sis a team, introduced and

popularized the "junior college" in California. The first junior college in California opened in the fall of 1910 at Fresno.

The Superintendent of Schools was C. L. McLane.

school has been in existence since that time.

The

By 1917, there were six­

teen public junior colleges in California with a total enrollment in excess of 1,100 students. Many of the junior colleges in existence today in Oklahoma, Texas, Mississippi, Georgia, and other southern states were established years ago in the form of agricultural high schools. The higjh. schools and the people supporting them have given strong motivation to the development of the junior college.

The high

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schools have long been known as the "peoples’n college, and this term is talcing added significance -with the establishing of grades 13 and 14

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in connection -with their other offerings.

President Harper’s Prophecy In an outstanding analysis of the small college made at a Sational Education Association meeting at Charleston, South Carolina, July 10, 1S00, President William Harper said: Strong academies are needed side by side with the high schools of the state, just as strong colleges and universities, founded by private means are needed to work side by side with the ’ universities of the state. While, therefore, 25 per cent of the small colleges now conducted will survive, and be all the stronger for the struggle through which they have passed, another 25 per cent will yield to the inevitable, and, one by one, take a place in the system of educational work which, though, in one sense lower, is in a true sense higher. It is surely a higher thing to do honest and thorough work in a lower field than to fall short of such work in a higher field. Another group of these small institutions will come to be known as junior colleges. I use the name "junior college" for lack of a better term, to cover the work of the freshman and sophomore years. It is not until the end of the sophomore year that university methods of instruction may be employed to advantage. . . . There are at least 200 colleges in the United States in which this change would be desirable. he pointed out that such institutions were found not only in the West and South, but in New York, Pennsylvania, Ohio, Indiana, Illi­ nois, and Michigan.

The reduction of such institutions to junior col­

leges, he said, would accomplish six results. 1.

The money now wasted in doing the higher work superficially would be used to do the lower work more thoroughly.

2.

The pretense of giving a college education would be given up, and the college would become an honest institution.

3.

The student who was not really fitted by nature to take the higher work could stop naturally and honorably at the end of the sophomore year.

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Many students -who might not have the courage to enter upon a course of four years of study would be willing to do the two years of work before entering business or professional school.

I

5.

Students capable of doing the higher work would be forced to go away from the small college to the university. This change would in every case be most advantageous.

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6. Students living near the college whose ambition it was to go away to college could remain at home until greater maturity had been reached— a point of the highest moment in days of strong temptation.

Harper’s untimely death in 1906, before he reached the age of fifty, deprived the educational world in general and the junior college in particular of one of its great leaders. •

While Harper’s prophecy was not immediately realized, it has been partially realized in Texas, in Missouri, and in other parts of the country in the third of a century since his death.

One student, using

the 203 colleges listed by the United States Bureau of Education as having 150 or more students in 1900-1901, endeavored to verify the out­ comes of Harper’s prophecy.

While inadequate and incomplete reports,

changes of names and locations, and other factors made an exact check impossible, yet it could be determined that approximately UO per cent . ■

of the small colleges had perished, k$ per cent had survived as fouryear institutions, and 15 per cent had become junior colleges.

The growth and development of the American junior college can best be shorn by noting the figures in Table I on the following page.

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TA3EE I JTJITIQR COLIEGE C-EOWIH7 Tear

Humber

1915 1922 1927 1928 1929 1930 1931 1932 1933 1931; 1935 1936 1937 1933 1939 191*0 19U1

71* 207 325 1*08 l*o5 1*29 1*36 1*69 1*93

I9 k 2

19i*3 19hh 19U5 191*6 191*7 191*8

SHi

521 518 528 553 556 575 610 ■ 627 621* 586 581* 591 637 652

Enrollment

2,363 16,031 35,630 50,529 51*,1*38 67,627 76,088 97,631 96,555 103,592 107,807 122,311 129,106 136,623 155,588 196,710 236,162 267,1*06 311*,31*9 325,151 21*9,788 251,290 201*,1*75 1*1*6,731*

The data in Table II, reported in approximately five-year intervals, differentiate between the privately and publicly controlled institutions in junior college growth.

Jesse P. Bogue, American Junior Colleges (Washington, D. C.: American Council on Education, 191*8), p. 9*

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13

TABLE

II.

HEIATI7E GROWTH 0? PUBLIC AMD PRIVATE JUNIOR COLLEGES8 Year

Total

1915 1922 1927 1931 1935 19^0

7h

19k$ 19h7 19h8

207 325 U36 521 575 58U 637 652

Public

Private

Percentage Public

19 70 136 178 219 258 261 313 32U

55 137 189 258 302 317 323 326 328

26 3k k2 hi k2 hS

U5 h9

50

Whereas the proportion of publicly controlled junior colleges increased from 26 per cent to hS per cent in the twenty-five years from 1915 to 19U0, the increase has amounted to k 9 per cent, as indicated by the data reported in the 19l*8 Directory.

The growth in junior colleges

of both types is depicted graphically in Figure 1. Figure 2 shows the growth of the junior college in number of students from 1917 to 19U8.

With the exception of the years during the

World War II, the growth has shown a steady upward trend. In relation to enrollments for privately and publicly controlled institutions, the growth of these two types of institutions may be re­ viewed briefly in the data which follow in Table III covering the same years as those reported in terms of institutions; It is significant to note that although 5l per cent of the junior colleges listed for I 9I4.8 are private institutions, 77 per cent of the student enrollment is in the publicly controlled junior colleges.

8roid., p. 10.

a

i

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Ik TABLE III. ENROLMENTS OF PUBLIC AND PRIVATE JUNIOR COLLEGES9 ----------------------------------------------------------------------

•i ■i 1

Tear

Total

1915 1922 1927 1931 1935 19U0 19U5 19U7 191*8

2,363 16,031 35,630 7l*,088 107,807 196,710 21*9,788 29M75 1*1*6,731*

Public

Private

Percentage Public

592 8,31*9 20,0U5 1*5,021 71*,853 11*0,5U5 191,1*21* 216,32^

1,771 7,682 15,1*85 29,067 32,95U 56,165 58,361* 78,150 109,300

25 52 57 61 69 71 76 87 77

1

3 3 7 ,3 3 k

Purpose of the Founders Most of the junior colleges in the United States have been established de novo.

Popular demand had been responsible for the found­

ing of the great majority of our junior colleges throughout the nation. Without doubt our junior colleges have been influenced by the attention universities and senior colleges have given to the segregation of their lower division work. In broad general terms, the founding of the junior college is but one manifestation of an enormous contribution which the American people have made to civilization; namely, the ideal of universal educa­ tion in the interests of all the people in all walks of life and for all kinds of tasks that must be done in order to maintain the social order. The junior college really started with the first academies, with the

^Ibid., p. 10.

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15

GROWTH IN NUMBER OF JUNIOR COLLEGES IN THE UNITED STATES, 1915-1948 INSTITUTIONS

llllllll III

1915

1920

1925

1930

iiiiii iiii

1935

1940

1945 1948

YEARS SOURCE-BOGUE, 'AMERICAN JUNIOR COLLEGES: I948ED Fig. 1.— Growth in number of junior colleges.

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16

GROWTH IN JUNIOR COLLEGE ENROLLMENT IN THE UNITED STATES, 1917-1948

ENROLLMENT 446,734'

325.000 300.000 275.000 250.000 225.000

200,000 175,000 150.000 125,000

100,000

50,000 25,000

1922

1927

1951

1935

t 1-1-1--

1940

1-Y

1945 1948

YEARS SOURCE-BOGUE, 'AMERICAN JUNIOR COLLEGES’ 1948 E£).

Fig, 2,— Growth in Junior College enrollment.

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! '

:

first universities, and with the creation of the first publicly supported high schools in this country.

I

It is but another

intense national desire to invest time and money in the

aspect of an mental growth

| of youth so that training mav generously add to the welfare of all the

I

I people through the work they are able to do. ! .1

The purpose of the junior college has always been to render an

? educational service to the youth in its community, or in the broader sense, to the youth in its area.

At first, this service was almost

wholly to provide the first two years of college work.

Since the pur­

pose of the junior college is to serve its youth, then it naturally follows that with the changing need of youth there would come a change in the offerings of the junior college. According to the United States Office of Education, as shown in Table 17, 33*8 per cent of our students leave college by the end of the freshman year3 16.7 per cent more leave by the end of the sophomore year making a total loss of $ 0 .$ per cent of all our college students prior to their junior year. These figures show that a'majority of college students do not attend past the first two years of work.

As the need for self-support

or family support becomes evident in the life of the individual, there :

is an urge to prepare for employment.

Hence many courses in terminal

education have been added to the junior college curricula.

As long as

.the junior college continues to serve its youth, so long will there be a continuous growth, development, and change in its offerings.

The

flexibility of ^the junior college curricula to meet the varying needs of

.

4 I

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18

their clientele is certainly one of the strong points -which is endear­ ing the junior college to the hearts of those -who utilize its services.

TABIE 17. PERCENTAGE OF STUDENTS LEAVING UNIVERSITIES BY YEARS10 College Year

Percentage Leaving During Tear

33.8 Freshman................................ Sophomore ................................ 16.7 Total leaving college prior to Junior y e a r ....................... 50.5 J u n i o r .................................. 7.7 S e n i o r ................. 3.9 Total leaving college during ip-year period..................... 62.1

Currently Accepted Definitions of Purpose The junior college educators of America -will probably agree that the essential characteristics of the junior college as set forth by the President’s Commission on Higher Education are desirable and defensible, and are acceptable as a working basis for the junior college program. This is made clear in the following quotation: First, the community college must make frequent surveys of its community so that it can adapt its program to the educa­ tional needs of its full-time students. These needs are both general and vocational. To this end it should have effective relationships not only with the parents of the students, but with cultural, civic, industrial, and labor groups as well. These contacts should often take the form of consultative com­ mittees which work with faculty personnel. On the basis of

^College Student Mortality, Office of Education Bulletin, 1937, No. 11 (Washington, D. C.: U. S. Government Printing Office, 1938), p.21.

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such surveys and consultations, its progran should constantly evolve and never be allowed to become static. Second, since the program is expected to serve a cross section of the youth population, it is essential that con­ sideration be given not only to apprentice training but also to cooperative procedures "which provide for the older stu­ dents alternate periods of attendance at college and remunera­ tive work. The limited experience which colleges have had over the past three decades with this cooperative method has tended to confirm the belief that there is much educational value in a student*s holding a job during his college days, particularly if that job is related to the courses being studied in college. Third, the community college must prepare its students to live a rich and satisfying life, part of which involves earning a living. To this end, the total educational effort, general and vocational, of any student must be a well-inte­ grated single program, not two programs. The sharp distinc­ tion which certain educators tend to make between general or liberal or cultural education on the one hand and voca­ tional or semi-professional or professional education on the other hand is not valid. Problems which industrial, agri­ cultural, or commercial workers face today are only in part connected with the skills they use in their jobs. Their attitudes and their relationships with others are also im­ portant. Certainly the worker’s effectiveness in dealing with family, community, national and international problems, and his interest in maintaining and participating in wholesome recreation programs are important factors in a satisfying life. Many workers should be prepared for membership on municipal government councils, on school boards, on recreation commis­ sions, and the like. The vocational aspect of one’s educa­ tion must not, therefore, tend to segregate "workers" from "citizens.” Fourth, the community college must meet the needs also of its students who will go on to a more extended general education or to specialized and professional study at some other college or university. Without doubt, higher educa­ tion has given a disproportionate amount of attention to this group in the past, and it is well that a more balanced pro­ gram to serve the needs of larger numbers is in prospect. On the other hand, it must always be kept in mind that one of its primary functions is to lay a firm foundation in gen­ eral education.

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Fifth, the community college must be the center for the administration of a comprehensive adult education program. We can agree as to the objectives frith the junior college educa­ tors of our sister state of California -which has "led the ■way" in a conscious manner in providing junior college education for more of its youth than any state in the Union.

Objectives of the California Junior Colleges In answer to a question from the Survey Committee, the California Junior College Association defined the objectives of the junior college. After indicating that it is a two-year institution including grades 13 and 1U or a four-year institution including grades 11 through Hi, with programs leading to the degree of Associate in Arts, not to the degree of Bachelor of Arts, the Association made the following statement of objectives and purposes:

12

1.

Thejunior

college is committed to the democratic way of life.

2.

Thejunior college recignizes the individual man as the high­ est value of the world and universe.

3.

Thejunior college is committed to the policy of granting to the individual man the maximum amount of freedom, personal initiative, and adventure consistent with equal opportuni­ ties on the part of his fellows.

ii. The junior college is committed to the policy of providing for all the children of all the people, post high school education which will meet their needs. This includes the training of adults as well as youth. ^Higher Education for American Democracy (Washington, D. C.: U. S. Government Printing Office, December, 19ii7), Vol. Ill, pp. 6-7.

12 George D. Strayer, A Report of a Survey of the Needs of Califor­ nia in Higher Education, March, 191*8, p. $.

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21

purposes of A Junior College^ In accordance -with, this statement of basic principles, junior colleges have six specific purposes or objectives.

, ;

These are as follows:

1.

Terminal Education— A complete training should be given to those students who will finish their period of formal edu­ cation in the junior college. This training which is com­ monly referred to as terminal education should be designed to achieve occupational competence, civic competence, and personal adequacy.

2.

General Education— Every junior college student should be given that training which will prepare him to function effectively as a member of a family, a community, a state, a nation, and a world.

3.

Orientation and Guidance— It is the specific responsibility of every junior college to assist its students to "find themselves." A program of training and guidance should be provided so that every student may discover his aptitudes, choose a life work, and prepare for the successful pursuit of such work.

2u

Lower Division Training— Each junior college should provide lower division or the first two years of senior college work for the limited number of students who plan to transfer to a university after completing two years in junior college. This training should be broad enough to include the lower division requirements in the liberal arts, in scientific, engineering, and professional fields.

5.

Adult Education— Every junior college should cooperate with other public educational institutions in providing instruc­ tion to meet the needs of adults living in the region. The program of training should include cultural and vocational education.

6. Removal of Matriculation Deficiencies— Junior colleges should provide opportunity for students who failed to meet entrance requirements to seme university, to remove such deficiencies and thus to qualify for admission in the higher institution of their choice. This statement of the California Junior College Association is presented in the belief that it represents the view that is accepted •^Ibid., pp. 5-6.

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not only by junior college administrators, but by the great majority of those engaged in educational work. The junior college must take its rightful place in developing the proper standards for general education and must be in accord with the broad general principles of general education. It is the task of general education to provide the kinds of learning and experience that will enable the student to attain certain basic outcomes, among them the following:"^ 1.

To develop for the regulation of one’s personal and civic life a code of behavior based on ethical principles con­ sistent with democratic ideals,

2.

To participate actively as an informed and responsible citizen in solving the social, economic, and political problems of one’s community, state, and nation.

3.

To recognize the interdependence of the different peoples of the world and one’s personal responsibility for foster­ ing international understanding and peace.

U.

To understand the common phenomena in one’s physical environment, to apply habits of scientific thought to both personal and civic problems, and to appreciate the implications of scientific discoveries for human welfare.

5*

To understand the ideas of others and to express one's own effectively,

6. To attain a satisfactory emotional and social adjustment. 7.

To maintain and improve one’s own health and to cooperate actively and intelligently in solving community health problems.

8. To understand and enjoy literature, art, music, and other cultural activities as expressions of personal and social experience, and to participate to some extent in some form of creative activity. •^Higher Education for American Democracy (Washington, D£. : U. S. Government Printing Office, December, 19U7), Vol. I , p. $0

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9.

To acquire the knowledge and attitudes basic to a satis­ fying family life.

10.

To choose a socially useful and personally satisfying vocation that will permit one to use to the full his particular interests and abilities.

11.

To acquire and use the skills and habits involved in critical and constructive thinking. The program of any educational institution should be viewed in

light of its fundamental aims or objectives.

Without a clear conception

of what purposes it is to serve, there can be no intelligent selection of students nor any efficient development of an educational program instrumental to "these ends.

Nor is it possible to appraise its success,

since any outcomes in terms of the changed thinking and behavior of students must be matched against what the institution anticipated as a result of school or college residence.""-' In a study made in 1921, Koos attempted to identify the special purposes of the junior colleges by analyzing a wide variety of materials relative to the junior college movement.^

Included were 22 articles

and addresses published in educational periodicals, mostly in the 191020 period, and $6 catalogues or bulletins issued by junior colleges, including 23 from public and 33 from private institutions. Among the 21 more or less distinct purposes that Koos discovered, "offering two years of work acceptable to colleges and universities" ranked a decisive first in the catalogue study, being stressed in prac­ tically every one, and holding third rank in the analysis of junior ^Ruth E. Eckert, The Junior College in Minnesota, Report No. 6 (Minneapolis, Minnesota: University of Minnesota Press, I9i;7)* p. 111. ^L. V. Koos, The Junior College (Minneapolis, Minnesota: ersity of Minnesota Press, 192li), Vol. I, pp. ll|-23.

Univ­

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21* college literature.

Outranking on the basis of frequency of mention by

I

•writers in the field were two other purposes, "popularizing higher edu-

3

cation" and "continuing home influences during immaturity."

j

two-thirds of the reports included in this survey, all three of these

'I

purposes were emphasized.

In at least

Both the catalogues and the literature gave

much less prominence to "providing occupational training of junior col­ lege grade," with some reference to it appearing in only half of the articles and catalogues.

Ranking still lower was the terminal educa­

tional purpose— "completing the education of students not going on"— mentioned in less than half of the articles and less than one-fifth of the college catalogues. About ten years later, another study was made of the purposes of the junior college, in this instance by Campbell who surveyed 3k 9 published articles and 3k3 junior college catalogues.

Again it was

clear that the preparatory function was the dominant one.

But the study

also showed that writers in the field, representing in many cases pioneer thinkers on junior college problems, were becoming increasingly aware of the importance of giving appropriate education to young people likely :

not to elect any further academic work.

Thus the objective of "complet­

ing the education of students not going on" had moved up to second rank \

among the objectives outlined in published reports.

"While it ranked

somewhat lower in the hierarchy of purposes as revealed by catalogue statements, it was definitely accorded more prominence in catalogues of

■^Doak S. Campbell, A Critical Study of the Stated Purposes of the Junior College (Peabody Studies in Education, 1930), pp. 16-30.

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I I I I

2^ this date than it had received a decade earlier. In a recently published study by Hilton and Carpenter,

1R

based,

i3

|

in this instance, exclusively on catalogue analyses (involving 217 pub-

i

lie and 191 private institutions), "preparation for further college world*

1

I

still outranked terminal education functions.

2

public junior colleges, the latter was accorded second place among the

1

But in the case of the

ten objectives studied, showing that within the last ten years or so, many more institutions have become alert to the needs of such instruction. In the case of the private institutions,"terminal education" ranked con­ siderably lower (sixth among ten objectives), being less frequently men­ tioned than such objectives as "affording of moral and religious train­ ing," "preparation for later college work," "cultural training," "devel­ opment of physical and mental health," and "educational and vocational guidance."

Cost of Junior Colleges in Relation to Attendance Comparisons given in Table Y of these two groups of junior col­ leges show the impressive influence of tuition charge on the proportion which junior college enrollment is of high school enrollment.

The actuaL

percentages are 33.14- per cent for the group of junior colleges dominantly j

without a tuition charge, and lli.l per cent for the group with an average tuition charge not far from $100.

Institutions with very low tuition

thus attracted twice as many students as those charging $50 or more.^ ■*■%. A. Hilton and W. 17. Carpenter, "Stated Purposes of Junior Colleges," Journal of Higher Education, II? (February, 1 9 h 3 )9 p. 101. ■^Koos, op. cit., p. lli.

i

329680

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J i

TABLE

V.

RELATION OF ANNUAL TUITION CHARGES IN H O LOCAL PUBLIC JUNIOR COLLEGES IN 16 STATES TO THE SIZE OF JUNIOR COLLEGE ENROLLMENT, EXPRESSED AS A PROPORTION OF HIGH SCHOOL ENROLLMENT With No or Small Tuition

Item of Information

With Yearly Tuition of $50 or More

Number of Junior Colleges

52

58

Number without Tuition

bs

—

Number with $100 Yearly Tuition

—

19

Range of Annual Tuition

0 to $30

$5o to $150

Average Annual Tuition

$2.75

$89.62

Per cent Junior College Enroll­ ment is of High School Enrollment

33.lt

Hi.i

Basing his statement on reports from many sources, Reaves main­ tains that the cost of educating a student in public colleges remote from his home is from two to three times the outlay required to educate him in his home cosmunity.

21

Sells reports that when 3,000 junior col­

lege students in California were asked which of several suggested rea­ sons most directly influenced their attendance at the institution, they ranked the saving of money as first (Table VI).

According to Eells, a

survey in Kansas produced similar results.

^Ibid., p. 13.

21 R. L. Reaves, "Financial Aspects of Junior College Training," School and Society, September 19, 19U2, p. 2lt7.

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27

TABLE

vl.

REASONS INFLUENCING THE ATTENDANCE OF 3,000 CALIFORNIA JUNIOR COLLEGE STUDENTS22 Reason

Times Mentioned

To save money To prepare for work in University To secure advantage of small classes Lack of university entrance credits To prepare for a vocation Part-time employment available To be with friends Needed at home Parents thought you not old enough to go away Greater opportunity in student activities Opportunity for social and moral training To be at home

Times Dominant

U20

576 368 136 359 29k 65 19 85

379

70

331

11

318 77

29 0

1,7U2 1/6.81

1,150 l,lp,7 917 582

Closely related to the factor of low cost in attracting students is that of the institution’s proximity to the student’s hose.

In a

study of the percentage of Illinois high school graduates continuing (

their education under various conditions, Koos found that in communities i

;

that contained no junior colleges, only 19.7 per cent of the high school graduates went to college.

23

Of those graduates who came from homes of

lower economic status, only 10.8 per cent continued their education. j

Communities with tuition-charging junior colleges enrolled 31.8 per cent ^Koos, op. cit., p. Hi. ^Coleman R. Griffity, The Junior College in Illinois,(Urbana, Illinois:

University of Illinois Press, 19^5), p. 7.

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of all high school graduates and 19.? per cent of the students from the poorer homes.

However, in communities possessing free junior colleges,

53.5 per cent of all high school graduates and I4.6.7 per cent of those graduates -who were of lower economic status continued their education. These results clearly indicate that accessibility of junior college work and low or no tuition costs influence many students who would otherwise not attend college to engage in some post-high school study. The purposes of junior colleges have altered significantly with the passing years, so that while the affording of college preparatory work remains the dominant purpose in most institutions, other objectives are ccming into preminence.

Most important among these are the provi­

sion of education for young people taking no further academic work and the development of adequate guidance facilities.

In consequence of such

broadening in the conception of the junior college, the program is achieving to an increasing degree two objectives frequently claimed for this movement; namely, the popularization and the democratizing of higher education.

•1

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CHAPTER III

THE JUHIGR COLISGS Iff OKLAHOMA There are three kinds of junior colleges in Oklahoma; namely, the state junior college, the municipal or city junior college, and the independent junior college.

The largest enrollment is found in the

state maintained junior colleges; there are more of the municipal junior colleges, and with one exception the independent junior colleges are all sponsored by church groups.

The one private junior college in Oklahoma

is the Spartan School of Aeronautical Engineering located at Tulsa.

The

oldest junior college in Oklahoma is Bacone College located four miles northeast of Muskogee.

It was in 1880 that Almon C. Bacone, formerly

a teacher in the Cherokee Male Seminary, Tahlequah, resigned his teach­ ing position, left his comfortable classroom and his regular salary and began a work of faith by founding the school that was to bear his name.'*' ;

On February 9, 1880, in a tiny room of the Cherokee Mission at Tahlequah, Indian Territory, Indian University cane into existence.

]

In

1910 the name was changed to Bacone College in honor of the founder. Three of the Oklahoma state junior colleges, Murray, Cameron,

i and Connors, were established as secondary agriculture schools by Okla\

hcaa’s first legislature on May 20, 1908.

However, these schools did

^Annual Catalogue of Bacone College, 191*8-4*9, ?• 729

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t \

I

30

.i

i

]

not become junior colleges until a later date.

I

In 1922 the Murray State School of Agriculture, located at Tishomingo, was given junior college standing.

I

In 1927 Cameron State

Agricultural College at Lawton, and Connors State Agricultural College at Warner were officially known and recdgnized as junior colleges.

i

Actually a municipal junior college, Muskogee, and a state junior

college, Northern Oklahoma Junior College located at Tonkawa, share the honors as being Oklahoma’s oldest junior colleges.

TheMuskogee Junior

College came into existence in 1920 when it was created and set in operation by the Muskogee Board of Education. •

2

It has been in continu-

ous operation since it was founded. While the Northern Oklahoma Junior College at Tonkawa was offi­ cially accredited as a junior college in 1920, its actual history started on March 1, 1901, when the legislative assembly of Oklahoma

i ;

Territory appropriated money for the establishment of the University ‘i Preparatory School.

State Junior Colleges The Northern Oklahoma Junior College at Tonkawa is officially ;

the oldest of the State maintained junior colleges and rightfully so, being brought into existence in 1901 and being made into a junior col-

\

;

lege in 1920.

The College at Tonkawa is the only land grant junior col­

lege in Oklahoma.

The Enabling Act and the State Constitution set aside

^Muskogee Junior College Catalogue, 19U7-^8, p. it. ^Northern Oklahoma Junior College Catalogue, 19ii5-U6, p. $ .

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31

STQRICAL DATA OF OKLAHOMA JUNIOR COLLEGES. 1920-1948 iwcrm.-r.nKi INSTITUTION

as335ffioj

® o> * aj

%

8 MUSKOGEE d C.

! NORTHERN OKLA.J.C NORTHEASTERN A&tt | MURRAYS I SCH.AQR1C FREDERICK j C. M?ALESTER j . C OKLA. MILITARYACAD I KIOWA COUNTY J. C ! LAWTON J. L I ALTUS a- c CHICKASHA-J. C. ELK CITY J. C. RAULSVALLEYJ.C I OKMULGEE- Jl C I BACONE J. C BARTLESVILLE J.C CAMERON SI AGRICC CONNORS STA3?IC C | EASTERN OKLA AAM. I OKEMAH -J. C I BRISTOW Jl C S PONCA CITY J.C. I SEMINOLE J. C. 3 WETUMKAJ. C ! WOODWARD Jl C \ HENRIETTA Jl C SAPULPA JL C CHANDLER J. C DRUMRIGHT J. C HOLDENVILLE Jl C POTEAU J. C WEWOKA Jl C OKLA CITY Jl Cl PAWNEE J. C PAWHUSKA J. C HOLLIS d. C. MANGUM J. C SH IDLER J. C CARNEGIE J. C DUNCAN J. C. EL RENO COLLEGE SAYRE JL C PRYOR d. .C SPARTAN SCR AERO.

I

SOURCES: EABALYEAT-JUNIOR COLLEGES IN OKLAHOMA? CHRONICLES O f OKLAHOMA V&L M l NOT.

LEGEND

MUNICIPAL STATE PRIVATE

YEARS SHOWN-JUNIOR COLLEGE BASIS ONLY

(FOR MUNICIPAL JUNIOR COLLEGES) REP0RT5-STATE SU P I * PU BLIC INST COLLEGE CATALOGS OKLAHOMA STATUTES, » 4 I

Fig. 3.— Historical data of Oklahoma junior colleges, 1920-19U3.

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32

land for the support of some of the state colleges, and the University Preparatory School being in existence at that time has continued to receive a part of its support from the income on Section Thirteen and the New College Lands The Northeastern Oklahoma A & M College at Miami had its begin­ ning in 1919 when Governor J. B. A. Robertson signed Senate Bill Number 255 which created the Miami School of Mines.

In 1925 the name of the

school was changed to Northeastern Oklahoma Junior College.

The college

was in the hands of a special Board of Regents until 1939 at which time the college was placed under the supervision of the Board of Regents of the State Colleges with the six teachers colleges in Oklahoma. In April I9k3, by an act of the legislature, the name of the college was changed to Northeastern Oklahoma A 5c M College, and it was placed under the direction of the Board of Regents for Oklahoma A & M Colleges.

Agricultural courses were added and a farm was purchased.

The Murray State School of Agriculture at Tishomingo was named after Oklahoma’s colorful Governor "Alfalfa" William H. (Bill) Murray. Like Cameron and Connors, the school at Tishomingo was established by an act of the first legislature May 20, 1908, which provided for "the establishment and maintenance of agricultural schools of secondary grade in each supreme court {judicial district, with branch agricultural experi­ ment stations and short courses in connection therewith." Murray opened its doors for students on October 5, 1908.

In 1922 a year of junior

'orthem Oklahoma Junior College Catalogue, 19it5-U6, p. 6.

i 3

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33

college -work was added with a second year being added in 1923.

Just in

order that the junior college might be officially legal and above ques­ tion, the legislature passed the following measure which was approved by the governor on March 19, 1921*:^ "An Act Providing for Control of the Course of Instruction in Murray State School of Agriculture located at Tishomingo, and Declaring an Emergency. Be it enacted by the people of the State of Oklahoma: "Section 1. That the Murray State School of Agriculture, shall hereafter be governed, managed, and controlled by the State Board of Agriculture; and in addition to the secondary subjects now authorized to be taught in said school, the State Board of Agriculture is hereby authorized and empowered to provide and establish two (2) years of additional college work; and all such work shall include courses in agriculture, dairying, animal husbandry, science, mechanical arts, home economics, educational, and other allied and auxiliary subjects. "Section 2. It being immediately necessary for the preserva­ tion of the public health, peace and safety, an emergency is hereby declared to exist, by reason whereof this Act shall take effect and be in full force from and after its passage and approval." The Oklahoma Military Academy at Claremore was opened in 1919 ia the plant formerly utilized by the Eastern University Preparatory School. The preparatory school had been established by the second legislature in 1909 for the purpose of "educating" boys and girls in all branches up to and necessary for admission to the freshman class in the State University or other institutions of higher education.

fi

The Preparatory School

closed in 1917 when the legislature failed to make funds available for its operation.

School work started at 0. M. A. in 1919 on a secondary

basis with emphasis on military tactics and vocational education.

The

^Murray State School of Agriculture Bulletin. 191*7-1*8, p. 13. Oklahoma:

System of Higher Education for Oklahoma ( Oklahoma City, Oklahoma State Regents for Higher Education, 19l*2), p. 81*.

1 j Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

3k

school was authorized to offer the first two years of college work by an act passed during the legislative session of 1922-23.

0. M. A. is defi­

nitely a military academy and limits its sphere of activity to that field of endeavor. Cameron State Agricultural College at Lawton, largest of all the junior colleges in Oklahoma, was named after E. D. Cameron, one of Okla­ homa1s early State Superintendents of Schools.

As previously mentioned,

the school was organized in 1908 to provide secondary work of an agri­ cultural nature for the youth of that particular district.

College

work was added to the course of study and Cameron officially became a junior college in 1927. The history of Connors State Agricultural College at Warner runs parallel with that of Cameron mentioned above.

Created as a secondary

agricultural college in 1908, it became an official junior college in 1927.

Gradually all the high school work was dropped from the curricu­

lum at Murray, at Cameron, and at Connors until they have been offering only junior college work during the last decade or more. The Eastern Oklahoma Agricultural and Mechanical College at TJilburton has had a checkered career since its creation in 1909 by the Second Oklahoma Legislature.

The school was opened as the Oklahoma

School of Mines and Metallurgy.

It was founded for the purpose of teach­

ing technical courses in mining and metallurgy with mathematics, chemis­ try, and engineering included in a four-year engineering course.

It

could confer degrees in these related subjects at the discretion of the 7 faculty. -

Eastern Oklahoma A & M. College Catalogue. 19U7-U8, p. U.

2 s

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35 The Oklahoma School of Mines and Metallurgy opened its doors to students in September 1910.

Closed for two years during World War I

when funds for the college were vetoed by the governor, the college was reopened in 1920 and was operated as a school of trades and industries for training disabled veterans of World War I.

The federal government

paid for the expense of training the veterans. In 1927 the name of the school was changed to Eastern Oklahoma College with power to grant degrees, issue diplomas and certificates, and to fix standards for grades.

Vocational courses and special courses

in trades and industries below the college level were authorized.

In

1927 the legislature made it into a regular two year junior college. has since operated as the Eastern Oklahoma A i l ! College.

It

In 19U3, along

with the other junior agricultural colleges, Eastern came under the super­ vision and direction of the Board of Regents for Oklahoma A & M Colleges.

Municipal Junior Colleges

J The so-called municipal junior colleges in Oklahoma have largely

i |

just grown up as the need dictated.

In the majority of instances the

i

\ ( t

board of education and the school authorities have felt a need of addi-

j

tional education for their local students.

1 ]

there were students who did not have sufficient funds to leave home and

1

In many Oklahoma communities

\

attend an institution of higher learning.

Many of these students wanted

1

to and actually did enroll in post-high school studies.

Such an arrange­

ment proved unsatisfactory, but out of the demand for further education has grown our present system of municipal junior colleges.

Reproduced with permission o. the copyright owner. Fudner reproduction p r o v e d without permission.

36

In 1939 permissive legislation -was enacted by the state.^

The

II

bill merely made legal the practice that had been in effect since junior

|

colleges were first started in 1920.

3

|

I

|

The public in general has looked -with favor on the establishment

•

of these junior colleges.

The University of Oklahoma and the Oklahoma

I

A & M College have cooperated closely with officials of the junior col-

%

;

leges of Oklahoma* and have* with minor exceptions* always accepted cred-

It

i

:

its at full face value.

;i

In 19U6 a committee of ten was organized to accredit and super­ vise the municipal, church* and private junior colleges to be composed

,

of two members from the University of Oklahoma, two from Oklahoma A & M College* two from the State Department of Education* two from the Regents of Higher Education.

Then these eight representatives selected a super­

intendent from two of the communities then operating a junior college. These ten representatives endeavored to make an annual visit to each of ; .j i

the schools and to offer recommendations towards accrediting and strengthening the work of the colleges, As has been mentioned, the Muskogee Junior College, created by

r

|

the Muskogee Board of Education in 1920, is the oldest of the municipal

5

junior colleges in Oklahoma.

|

continuous operation since its inception.

)

considered one of the strong junior colleges in Oklahoma, having had cap­

The Muskogee Junior College has been in This college has always been

able administrative leadership through the superintendent of schools and dean of the college as well as a strong teaching staff. \

The college is

®F. A. Balyeat* "Junior Colleges in Oklahoma," Chronicles of Oklahoma* Vol. XXVI, No. 1 (Spring* I9U8), p. 59.

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37 financed largely through the payment of tuition by the students.

Regis­

tration for the year is $100 with many extra fees for laboratory courses, amounting to an average of $7.50 for each course. The following colleges that are in existence in Oklahoma will be mentioned in the order in which they were established, even though three of them have had a break in continuous service; namely, the colleges of Hobart, Poteau, and Mangum. The Kiowa County Junior College located at Hobart is similar in every respect to the municipal junior colleges throughout the state. The only difference is that it is named after the county rather than after the principal city in the county.

The authorities there felt this

might have additional drawing power for the college and endeavored in every way possible to make it county wide.

The Kiowa County College is

supported by tuition in the amount of $100 a year. organized in 1923 and operated during 1925.

This school was

It was then discontinued

until 1935 but has been in continuous operation since that time. The Altiis Junior College was organized by the progressive citi­ zens of that community in 1925 and has been in continuous operation ever since.

It has been considered one of the well-organized and strong

municipal junior colleges in Oklahoma from the very first. Bartlesville Junior College was organized in 1927 and has been in continuous operation since that time.

A beautiful separate plant

has been built to house the junior college at Bartlesville.

Also of

especial interest is the splendid physical education building built by President Frank Phillips of the Phillips Petroleum Company.

Enrollment

at Bartlesville has been small through the years.

with permission of the copyright owner. Further reproduction prohibited without permission.

38

Bristow, through its board of education, organized a junior col­ lege there in 1928.

The college closed in 1929.

In 1933 another attempt

was made and the college was in operation until it closed in 19k2. third attempt was when the college opened in 19^6.

The

It has been in opera­

tion since that date. All of these junior colleges are primarily supported by the pay­ ment of tuition by the students.

In nearly every instance the junior

college uses a portion of the same plant as that utilized by the high school, including classroom facilities, laboratories, and library facili­ ties.

The local board of education pays for the gas, lights, telephone,

and other necessary expenses. In 1931 the Seminole Board of Education started the Seminole Junior College which has been a strong college ever since.

The enroll­

ment has been reasonably good and the excellence of the work has never been questioned. In 1932 ^fetumka Junior College came into existence. for five years, closing in 1937.

It operated

It operated again from 1938 to 19U3;

reopening in I9I16 it has continued to serve since that date. The Board of Education at Poteau organized the Poteau Junior College and opened the doors to students in 1935.

It ran two years and

was discontinued until 19U3 at which time it was revised and has had a splendid growth since that time.

One of the strong vocational programs

in the state is to be found at Poteau, both in the high school and in the junior college, with special attention being paid during these post-war tines to the education of the veteran.

Enrollment since the war has been

the highest for any of the municipal junior colleges.

Tuition and fees

amount to $67.50 a semester with laboratory fees of $15 and shop fees of $25 in addition.

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39 Mangum in southwestern Oklahoma in old Greer County has had a rather difficult time since 193? when the dcors were first opened to students of the Man gum Junior College. middle of World War H

The college operated until the

in 19Uli and closed then until I9I4.6 .

Since that

time the college has been in operation with a rather small number of students.

The Board of Education organized the Carnegie..Junior College in 1938.

The college operated on a tuition basis until I9li2.

It was

discontinued until 19lf6, and has since been in continuous operation. The student enrollment has been small during the entire history of the college.

Tuition fees are $S0 a semester.

El Reno, through its Board of Education, organized in 1938 the El Reno Junior College. gram since that time.

The college has had a strong, well-rounded pro­ Tuition supports the college together with what­

ever the Board of Education appropriates out of its general revenue.Tuition is $20 per month.

Additional fees are charged for laboratory

subjects. Sayre in southwestern Oklahoma organized through its local Board of Education the Sayre Junior College in 1938.

The college operated

until 19U2, was closed until I9I16, and like Mangum and Carnegie, has been in continuous operation since that time.

Tuition is $60 a semester

with additional fees for laboratory courses. While the work in many of these junior colleges is entirely acceptable, the limited number of students in many cases has reduced the course of study offerings most decidedly.

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Uo Independent Junior Colleges

Bacone College is the only private institution of higher learn­ ing especially for Indians in the state of Oklahoma.

As has been men­

tioned, Bacone was organized as the Indian University in 1880 at Tahlequah.

This school in 188U was moved near Muskogee, Oklahoma, and in 1900

the name was changed to Bacone College.

Bacone College offers four years

of high school work as well as two years of college work, and is financed from donations and offerings secured largely through the American Baptist Home Missionary Society, 212 Fifth Avenue, New York 10, New York.^ Part of the time Bacone College allows only Indians or those individuals who are part Indian to attend.

At other times they allow

students to attend who are not any part Indian.

In the main most of the

students at Bacone are Indians or at least of part Indian blood. The primary objective of this Baptist school is to prepare native preachers and teachers for work among the Indian tribes.

There is a de­

cided Christian atmosphere prevalent on the 3acone campus, i

In addition to donations from friends, and income from invested funds, and direct appropriations from the American Baptist Home Missionary

; Society, students at Bacone pay tuition at the rate of $100 a semester. It is a boarding school, and roam and board can be had by the students 1

for $28 a month. The Spartan School of Aeronautics and the College of Aeronauti­ cal Engineering is located in Tulsa, Oklahoma.

The Spartan School in the

broad sense trained thousands of British and American youth during the 9 Bacone Gollege Annual Catalogue, 19l*8-}*9, p. 7.

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hi

course of the late

t o t

.

In addition to their Tulsa plant there -was a

branch school at Miami and another at Muskogee. were never considered as junior colleges.

However, these schools

Onlv the present organization

at Tulsa comes under the junior college heading.

The college division

itself is actually the College of Aeronautical Engineering and offers several different fields of training in the various schools— all of them related to aeronautical engineering. Tuition is from $1200 to $1U00 for those interested in becoming aeronautical engineers.

The school at Tulsa has students from all over

the world and is recognized for its splendid work in training pilots in the many different allied fields necessary for the training of a compe­ tent pilot. Some of the religious groups in Oklahoma are in the process of developing schools for their youth.

There is the possibility that some

of these schools may develop into junior colleges.

The schools are not

well enough developed at the present time to be included in this study. The St. Gregory College at Shawnee and the Monte Cassino Junior College at Tulsa have at various times offered junior college work. However, at the present time they have discontinued college work and offer only high school work.

These institutions are supported and

maintained by the Catholic Church.

with permission of the copyright owner. Further reproduction prohibited without permission.

i

h2

-i •i

Discontinued Junior Colleges

\

j ;

For one reason or another many junior colleges have been attempted in various communities of Oklahoma and have been discontinued.

No

criteria have been set up and utilized on a state-wide basis in estab­ lishing any junior college.

In many, instances an over-zealous chamber

of commerce or some local civic club has endeavored to start a junior college where no real need existed but where they felt it was the expedient thing to do in order to keep up with some rival neighboring community.

Economic conditions, war conditions, lack of available stu­

dents, and lack of proper planning have all added to the toll of the ■

defunct junior college.in Oklahoma. Frederick organized a junior college in 1922 which operated for three years, was discontinued, was reopened in 1938, operated for four years, and has not opened since 19U2. McAlester made three attempts of one year each in duration to

i

I

operate and maintain a junior college, one

I

and the last attempt in 1930-31.

|

in1922-23 andone in1925-26,

Lawton organized a junior college in that city which continued

5

j

from 1922-25.

Since the Cameron State Agricultural College is located

i |

there, no need for an additionaljunior college

|

discontinued after this trial.

wasapparent so it was

Chickasha organized and operated a junior college for only one year during 192U-25.

The Oklahoma College for Women is located there.

With colleges located at Norman, Lawton, at Weatherford, and at Edmond -

in the near proximity, it was felt that there was no need to organize a

I

junior college at Chickasha.

i

If a junior college were organized in this, your hone county,

i;. Would you attend it if you had to pay from $100 to $120 a

f

year tuition?

■

5. Would you attend 6.

■■■

Are you going to college if a junior college is not organized I

near your hone? 7.

I

it if there were no tuition charges?

Which college would you prefer attending?

Name your choice of

college.

1 | I !

337

'*

i Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

138

The next two questions dealt with their occupational preferences. 8. fessions?

Do you intend to prepare to enter one of the following pro­ (Indicate your first, second, and third choice.)

professions were listed.

IVrenty-four

The seniors were asked also to write in other

professions they preferred. 9.

This question dealing with occupational preferences was in

regard to the types of job training they had in mind.

'Die question was:

"Are you planning to prepare for one of the following jobs?" your first, second, and third choice.)

(Indicate

Nineteen jobs were listed.

The

seniors were asked to write in their other choices. The following counties were selected as the ones in which the seniors would be questioned:

Carter, Choctaw, Garvin, Lincoln, Mayes,

MeCurtain, McIntosh, Okfuskee, Osage, Pittsburg, Stephens, and Woodward. These counties were selected as typical and representative Oklahoma coun■

ties because each of them could be a potential county where a junior col-

? ' i i

lege might be established.

No college of any type is operating in any one

of the counties at the present time.

The population of each county is

.

reasonably sufficient to merit potential support of a junior college.

;

a majority of these counties there are enough graduating seniors annually

j

to support the minimum number of students for a junior college.

{

In

According to the questionnaire, the total enrollment of high school students in the twelve counties was 12,312.

A total of 2,715 graduating

seniors were given the questionnaire and 2,211; replies were received from them. 5

Thus the response was 81.5 per cent of seniors who were graduating

from the high schools of these counties.

This represented 17.9 of the stu­

dent body of the high schools in these counties.

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139

In Table iX.HI are tabulated the answers to the question, "Are you planning to go to college?M

TABLE XXIII ABE YOU PLANNING Ofl GOING TO COLLEGE?

County No. Carter Choctaw Garvin Lincoln McCurtain McIntosh Mayes Okfuskee Osage Pittsburg Stephens 'woodward Total

■ :

Yes Per Cent

ah O

#

No Per Cent

No Reply No. Per Cent

159 62 113 115 85 85 96 56 113 171 139 65

59-5 61+.1 5U.9 52.2 60.7 68.6 56.5 62.2 51+.9 58.2 53.9 58.6

99 1+6 88 102 1+7 33 61 3k 88 120 119 Uo

37.1 35-9 1+2.7 1+6.1+ 33.6 26.6 35.9 37.8 1+2.7 1+0.8 1+6.1 36.0

9 0 5 3 8 6 13 0 5 3 0 6

3.1+ 0 2.1+ 1.1+ 5.7 1+.8 7.6 0 2.1+ 1.0 0 5.1+

1,279

57.8

877

39.6

58

2.6

It is significant that 57.8 per cent of the seniors replied that

j I

they were planning to go to college.

|

of seniors in Oklahoma that have been entering as freshmen in our Oklahoma

| 'A

colleges.

|

|

It is challenging to educators to learn that such a large per-

centage of high school graduates are planning to go to college. McIntosh County with 68.6 per cent of its students was the high-

i

est county.

I

60 per cent mark.

.1

This is almost twice the percentage

Choctaw, McCurtain, and Okfuskee counties all were above the If this is an indication of what high school graduates

I

over the state are thinking, then Oklahoma Colleges are going to be filled

I

and immediately.

5

J Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

IliO

1&.SL2 XITv WOuLD YOU LIES TO GO TO COLLEGE?

County No. Carter Choctaw Garvin Lincoln McCurtain McIntosh Mayes Okfuskee Osage Pittsburg Stephens Woodward Total

Yes Per Cent

No.

No Per Cent

No,

No Eeply Per Cent

201 98 153 165 108 107 11*2 62 153 220 181 79

75.3 76.6 7lt.3 75 77.1 86.3 83.£ 68.9 7ii.3 7U.3 70.2 71.2

53 30 1*9 53 26 11 26 28 50 71 72 27

19.8 23.1* 23.8 2U.1 18.6 8.9 15.3 31.1 2h.3 2h.2 27.9 2U.3

13 0 ii 2 6 6 2 0 3 3 5 5

it.9 0 1.9 .0 i*.3 h.8 1.2 0 1.1* 1.0 1.9 U.5

1,069

75.k

1*98

2 2 .k

1*9

2.2

In answering question 2, "Would you like to go to college?" the answers were an even more emphatic "Yes" than "Are you planning to go to college?"

Seventy-five and four-tenths per cent of the youth in these

twelve counties said, "Yes, I would like to go to college."

Twenty-two

and four-tenths per cent said they would not like to go to college.

This

night mean that they had no hopes of going to college; that there was no college near their home: that they had no finances with which to go to college; that they were going to be married; that they had a job; that they had other plans; or that for other reasons they were not able to see their way clear. While two per cent of the seniors did not reply to the question, it is highly significant that three-fourths of all of the graduating seniors in twelve representative Oklahoma counties desire to go to college.

i

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

In

n a

fact this percentage went up to 86.3 per cent in McIntosh County where 107 out of 12k seniors signified their desire to attend college. The low point of any of the twelve counties was 70.2 per cent in Stephens County.

Here 181 of the possible 258 students signified

their desire to attend college.

It is highly significant when three

out of every four students in Oklahoma who are high school graduates express a desire to go on to college.

It is certainly high time that

we were making provision to take care of this great group of ambitious youth who are willing to better their condition and thus to improve the stats by continuing their education. TABLE U V IF A JUNIOR COLLEGE WERE ORGANIZED IN YOUR HOME COUNTY WOULD YOU ATTEND IT?

County No.

Carter Choctaw Garvin Lincoln McCurtain McIntosh Mayes Okfuskee Osage Pittsburg Stephens Woodward Total

Yes Per Cent

No.

122 72 101 87 70 72 112 Uo 77 135 97 30

U5.7 56.3 u9.0 39.6 50.0 58.1 65.9 UU.lt

122

3 7 .h

U5.9 37.6 27.0

1,015

U5.8

No Per Cent

No Reply No. Per Cent

k k 9

117 11+9 i5o 76

U5.7 U2.2 U7.1 55.9 U7.1 38.7 28.8 5U.5 56.8 50.7 58.1 68.5

1 12 10 11 5

8.6 1.5 3.9 U-5 2.9 3.2 5.3 1.1 5.8 3-U U.3 U.5

1,100

k 9 .7

99

k .5

5k

97 123 66 U8 k9 k9

23 2 8 10

i i


6

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i5i

Minister missionary Mortician

31 3 1*

Nursing Fnotographer Psychologist

161* 21 1

Die total choices for all professions were i*,550. In the professions that have been written in and added by the graduating seniors nursing leads with l6i* interested in this type of work. Interior decorating was second, and the ministry was third.lt was inform­ ing to learn that 31 youth have written in that they prefer to be ministers of the gospel.

Three of the youth signified their intention of going into

missionary woric.

TABLE XXXI CHOICE QF A JOB SHORN BX GFADTIATING SENIORS IN A SAMPLING QF HIGH SCHOOLS IN OKLAHOMA —

Mechanic Baker Brick Mason Barber Butcher Carpenter Farm Laborer Miner Oilfield Worker Electrician

320 21 1*7 22 27 139 185 13 21*1* 180

19h9

Paper Hanger Plumber Policeman Repairman Restaurant Manager Salesman Solicitor Truck Driver Waiter

I? 19 76 35 29 13d 9 21*5 26

Jobs added by the seniors were: Armed Services Beauty Operator Housewife Modeling Politician Professional Gambler

9 57 10i* 7 2 1

Receptionist Seamstress Telegrapher Telephone Operator Welder

5 3 1 75 1*

The total choices for all jobs were 2,060.

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152

The information given in Table XXXI lists the 19 different job classifications that were listed in the questionnaire and shows a great deal of interesting information as far as the type of work our boys and girls prefer.

The job of mechanic was first with 320 while truck driver

was second with 21;5 and oil-field worker was a close third with 2hb inter­ ested in that type of employment. These results are probably typical of the counties surveyed, for several of the counties such as Carter, Garvin, Lincoln, Osage, and Ste­ phens are counties with great oil fields within them.

There is little

doubt that many of the boys in their daily routine of living notice the large, beautiful, well-painted and well-kept trucks and mobile oil field equipment that is so much in evidence in an oil county. They know too that most of these worleers and drivers are well paid, and this coupled with the romance of sitting behind the wheel of one of the beg land cruisers offers a lot of romance and adventure as well as the means of a good living to these potential engineers of today. Under the group of jobs added by the graduating seniors, written in of their own accord, it is certainly good to see that Id; of the girls wrote in that they wanted to be a housewife.

All of the girls are not

career conscious, or at least they have in mind a career and raising a family which certainly is a noble and worth-while undertaking. Telephone operator is a calling which attracted interest with some 75 desiring this type of employment.

Beauty operator came reason­

ably close with 57 interested in this kind of work.

The added profes­

sions will not be discussed one by one, but it will be noted that one boy signified his intention of becoming a professional gambler while two boys

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153

said they were interested in becoming politicians.

Probably both of

these professions should not be included in the same sentence, and prob­ ably the boy interested in becoming a gambler just wrote that in for a lark.

It is significant that we had U,550 answers on the professions,

or so-called white collar jobs, and only 2,060 answers or indications of interest on the so-called manual jobs.

This seems to be more or less

typical of the way that our youth are thinking.

There is always a large

majority of youth planning for white-collar or professional callings, but only 7.3 per cent of our people are employed in the professions. Is this not significant? enter professions?

What percentage of the selected group want to

If so few can find places there, what is a duty of

the school in this matter? The question of locating junior colleges will be discussed in Chapter VIII of this thesis -which deals with a definite plan of junior college education for the state of Oklahoma.

Each of the counties will

be discussed and measured according to the merits of that particular county as it meets or fails to meet the established criteria for the establishment of junior colleges. It is worth-while to remember that more than $7 per cent of the youth in these twelve counties say they are planning to go to college. It is highly significant that more than 75 per cent of them indicate a desire to attend college. /^Educators in the State, who are vitally interested in the junior college field of education, might do well to take another look at the type of professions and jobs that these typical Oklahoma youth are interested in.

How-good a job are we doing in preparing our youth for the occupational

j

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15U choices they have in mind?

Scores indicated a desire to become electri­

cians, carpenters, salesmen, brick masons, paper hangers, truck drivers. Other scores and hundreds expressed a desire to earn a living as a beauty or telephone operator, a secretary, a nurse, a social service worker, a radio technician, and other jobs of a similar type. Are we offering them what they want?

Also are we directing them

to choices of occupation in which places are open and for which they have an aptitude? Are we making available the type and kind of education that they desire or need?

It is evident that these youth want more frcci a

junior college than history, English, mathematics, and science.

The sen­

iors have spokenj they have said what they would like to take, and further­ more, some 75 per cent of them have said that they would like to attend college.

Some 57 per cent of them are definitely making plans to attend

college.next year. The chances are that most of them are planning to attend a col­ lege that can come close to giving them training in the type of employ­ ment they have in mind. "We need to offer more general education. We need to offer more definite courses that appeal to the needs of the youth. We need to take them into our confidence.

We need to lead them to have confidence in us,

so that a solution of their educational desires and needs may be found. The junior college that does well in the future will be the one that plans to meet the educational needs of the youth in its particular area, and that makes early provisions to have the necessary equipment and material ready for the youth at the time the youth are ready to use them.

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CHAPTER V II

NEGRO JUNIOR COLLEGES

Negro Population in Oklahoma The Negro population of Oklahoma has always been less than 10 per cent of the total population of Oklahoma. of Oklahoma was 1,657,155*

In 1910, the population

The Negro population was 137,612, or 8.3 per

cent of the total population.

In 1920, the total population was 2,028,283

and the Negro population was lii.9,U03, or 7.U per cent.

In 19U0, the offi­

cial population of Oklahoma was 2,336,U3U and the Negro population was 168,81*9, which constituted 7.2 per cent of the total.

There has been a

gradual decline in the percentage of population of Negroes in Oklahoma since statehood. The distribution of Negro population among the school districts since Oklahoma became a state shows a migration from the rural to the urban districts. j

In 19UU, there were 25,229 Negroes of school age resid-

ing in 198 independent districts and 1|,260 in 73 populous dependent dis­ tricts in which high schools are maintained for the whites.

Only 90 of

the 276 high school districts have sufficient population to support high schools for them.^ ^Twenty-first Biennial Report. State Superintendent of Public Instruction, pp. 22-23. 1# j

j i

.3

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s

156

'

In the 19li7-ii3 school year there were 6,777 Negro students in the high schools of Oklahoma.

During the 19U6-U7 school year, 903 Negro

youths graduated from Oklahoma high schools. In Table 2XSH all of the counties in Oklahoma that have any 5

considerable Negro population are listed, together with the 19U0 popula­ tion, the 19U7—J4.8 enrollment, and the number of graduates from the respective high schools during 19U6-U7. Negro High School Students in Oklahoma From a study of this information, the table shows that there are enrolled 6,777 Negro youths in the high schools of Oklahoma w. th 903 graduates a year.

Some of these counties shew only 1, 2, 3j If* on up to

3, 9, 10 graduates a year.

Obviously, it would not be possible to estab­

lish a junior college for Negro youth in areas where the Negro population was so small. Table XTXTTT narrows the field to fourteen counties which have a large percentage of both the high school enrollment and high school gradu­ ates.

Fran a study of the above Table, it is evident that there are only

about three places in Oklahoma where it would be feasible to establish a Negro junior college. I

Negro junior colleges could be organized using the school dis-

j

trict as a tax base or using the county as a tax base.

If the present

school district is used as a tax base unit, then the local board of educa­ tion already has the power and authority to call a special election for the purpose of voting on an adequate building program or for the purpose of voting on extra mill levies in order to establish and maintain Negro junior colleges. j "it I Reproduced with permission o f the copyright owner. Further reproduction prohibited without permission.

158

TABLE YTTTT SECBO POPULATION, HIGH SCHOOL ENROLMENT, AND HIGH SCHOOL GRADUATES2

County

Population 19U0 Census

Atoka Blaine Bryan Caddo Carter Choctaw Coal Comanche Creek Garfield Garvin Grady Haskell Hughes Jackson Jefferson Johnston Kay Kingfisher Kiowa Latimer LeFlore Lincoln Logan Love McClain McCurtain McIntosh Murray Muskogee Noble Nowata Okfuskee Oklahoma Okmulgee

High School Enrollment, 19U7-U3

1,001 1,520 1,222 1,372 U,61;5 5,207 U90 1,800 6,573 1,153 l,5U5 2,00U 253 1,939 1,31U 226 U3U 982 1,756 963 235 1,7U2 2,617 5,389 U5U 553

5,o5o

3,732 U03 15,593 611 l,U25 6,156 22,7SU 31,066

30 130 19 51 215 208 15 Hit 213 57 hi 90

6 8U 30 9 36 68 103 33' 9 61 130 226 21 25 277 139 26 M h7

32 269 1,389 233

High School Graduates— lo)|A_},7 3 26 5 8 29 26 2 17 iiO U 3 28 1 8 3 5 5 6 12 0 0 10 17 26 0 k

U2 31; 6 53 k

5 lUo 28

27

2 (a) Population, U. S, Census Report, IpliO. (b) High School Enrollment and High School Graduates,

State Department of Education,

19b8.

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159 TABLE X X X H (Cor.tir.tied)

County

Population 19U0 Census

Osage Pawnee Payne Pittsburg Pontotoc Pottawatomie Pushmataha Rogers Seminole Sequoyah Stephens Tillman Tulsa Wagoner Washington Total

High School Enrollment, 19U7-U8

988 553 1,509 3,557 1,307 1,332 U70 632 6,675 1,555 356 if,200 17,972 5,231 1,301....

59 21 39 lu5 hh

89 15 17 225 UU 32 Ui 905 21h 72

168,8U9

High School Graduates— 19ii6-li7 ..... 3 0 15 32 7 2 1 3 33 m* > 5 k

150 32 9 903

6,777

Table XXXIII shows enrollment figures on the fourteen counties in Oklahoma which have the largest Negro high school enrollment. TABLE XXEEH LOCATION OF NEGRO STUDENTS AND HIGH SCHOOL GRADUATES HI OKLAHOMA3 County Carter Choctaw Creek Grady Logan McCurtain Muskogee Okfuskee Oklahoma Okmulgee Pittsburg Seminole Tulsa Wagoner Total

High School Enrollment, 19U7-U8

215 208

213 90 216

277 3Uh 269 1,389 238

3U5 225 . 905 2 lU ii,9li-3

Graduates 19b7-2^S

29 26 Uo 28 26 U2 53 28 IhO

27 .32 33 150 32 686

3 -^State Department of Education. Biennial Reports, 19ii8. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

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161 Consideration has "been given to the establishment of junior colleges in other areas -where Negroes live.

For instance, in Okfuskee

County we have one all-Negro community, Boley.

However, the records

show that there is an average of about 25 Negro graduates a year in Okfuskee County.

Granted that everyone of the Negro boys and girls

-would attend the junior college, it would not be practical to set up a ?

college with enough diversified curricula to justify the college.

The

same would be true in Ardmore, Carter Comity, which has almost the same :

number of graduates, 25, as Okfuskee County.

The same is true in Hugo,

in Choctaw County, with approximately the same number of graduates.

A

similar situation can be found at Chickasha, in Grady County; at Idabel, in McCurtain County; at Okmulgee, in Okmulgee County; and at Seminole, in Seminole County, as well as at Wagoner, in Wagoner County. County has about 2 $ graduates a year.

Logan

Logan County, however, is the

county in which Langston is located, so it would be possible for them to attend college there. There might be reasons why there would be population shifts )1 j

or changes and if so, that could change the school conditions over any period of years.

( It is entirely practical for students, especially in a larger I

city, to earn part or all of their college expenses by working their way

i

while attending college.

.

in addition to being the largest centers of population in Oklahoma, would

Consequently, Oklahoma City, Tulsa, and Muskogee,

be in a position to offer employment to the Negro boy and girl attending I

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college in these communities.

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CHAPTER V I H

CRITERIA FOR TEE ESTABLISHMENT AND MAINTENANCE OF PUBLIC

;

JUNIOR COLLEGES

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There is probably no one definite criterion that could be used as a standard by which a junior college should be established.

It is

■well, however, to utilize the information available that junior college

;

educators and leaders have given as to their ideas in establishing and maintaining a junior college,

A number of different criteria should be

used, and while there will be exceptions in various communities, a majority of these requirements should be fulfilled before a junior college is estab­ lished. Size of Community

j

The school district must be large enough to support financially its pro rata share of the expense of the college.

It must be large

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enough also to supply enough students for a respectable sized school. f Holy'*' in a survey of lilt colleges in the North Central Association (192?)

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found that 9&,U per cent of the students lived within 20 miles of the

j

college.

;

Present statistics in 19U8 show that the percentage of students

living within 20 miles is not nearly so high.

In fact many of our junior

■*T. C. Holy, "Criteria For Establishment of Public Junior Colleges,"! High School Teacher, 7 (April, 1929) pp. 118-20, 1 3 M . j

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163

colleges serve as area schools, and students come a good many more than 20 miles to attend the present-day junior college.

However, we do pro­

pose to limit the junior college districts to 30 miles generally, going up to hO miles in Western Oklahoma where that distance is considered as extremely short. Community Interest A public junior college will not long do well unless it finds support among the people of the community in which it is located.

The

citizens should know and appreciate the benefits that they will derive from having a junior college in their community, and they must also know how much it will cost them to maintain the college. Before a junior college is established in a community, or county, or area, the citizens of the area, by a simple majority vote, should approve the establishment and maintenance of the college.

If two or more

counties go together and vote to establish a junior college, all of the areas served by this college should be taxed in the same proportion to pay for the general maintenance of the institution, and the county wherein the college is located should be made responsible for furnishing the funds for the college buildings.

Many benefits through the years will accrue to

the community where the college is located.

If the areas served are will­

ing to be taxed to maintain the college, then the community or the county having the college should, in addition to its regular share of the tax, be willing to furnish the permanent housing for the college.

It is possi­

ble that the state and the national government will in time assist in the construction of buildings for these proposed junior colleges.

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16 U

Need The question of real need should be a major criterion in whether or not a junior college should be established.

It is highly important

that the need for the junior college be educational rather than for use as an instrument of publicity by the local chamber of commerce or some other booster organization.

There are many instances that could be given

to show where rival communities have set up junior colleges, not because of a real need, but because some other community has done so and the rival community did not want to be outdone. If a junior college is to be e stablished and is to prosper, hun­ dreds of thousands of dollars will be spent in buildings, equipment, sal­ aries, and maintenance in a short period of years. The commnity would do well to secure the counsel and advice of a specialist, or a commission of specialists, to come in from the outside to survey the needs of the community and give an unbiased opinion on whether or not the need is sufficient to warrant the spending of so much of the taxpayers1 money. The procedure followed in the junior college Survey of Siskiyou 2 County, California is one that commends itself for consideration.

The survey staff does not conceive it to be its function torecommend definitely for or against the establishment of a junior college in Siskiyou County. Rather it is to furnish reliable information along the lines indicated above, suffi­ cient to enable the electors of the county to make an intelli­ gent judgment for themselves. The effort has been made to make this essentially a fact finding survey.

Ricciardi, I. Kibby, F. M. Proctor, and F. C. Eells, The Junior College Survey of Siskiyou County, 1929, p. 11.

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165 Ability to Support a College It is essential that a conmunity, county, or area be able to support a junior college.

vfhile costs of junior colleges vary greatly,

it is reasonable to expect to pay at least $2f>0 to $300 per capita annu­ ally in Oklahoma in order to maintain an approved junior college offer­ ing adequate courses in Vocational Terminal Education as •well as serving the area needs in the Liberal Arts.

This does not take into considera­

tion the cost of the buildings. Quality of Lower Public Schools The junior college is not to be supported at the expense of the elementary or high school. quate and well equipped?

Are the buildings of the public school ade­

Are the teachers well qualified for their jobs,

and is their salary schedule above, rather than below, the average for similar communities in the state?

Doesthe community take pride in its

schools, and does it have the wealth to support a public junior college, even though it will be proportionately more expensive than the lower schools? Taxable Wealth Does the community or county have enough taxable wealth to fi­ nance and support a junior college?

It is contemplated that the s tate

pay one-half of the junior college cost of maintenance and that the com­ munity or the county or area served pay the other half.

It will be neces­

sary to know the maximum additional school tax levy that can be imposed without making the junior college an unbearable burden on the community.

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166

In most states, it has been acceptable to add a tax levy of two mills per dollar of valuation. However, some states allow three mills or three and one-half mills for junior college purposes. We have arrived at a figure of $250 as a fair estimate of the miniimnn annual per capita cost of the junior college. with the age, quality, and size of the college.

This will vary

It is also proposed

that the state pay half and the connunity pay half of these costs. pose the average daily attendance is about 200 students.

Sup­

The total cost

per year will be $50,000 and the community share will be $25,000.

To

raise this amount on a two mi 11 tax, the taxable wealth of the community would have to equal $12,500,000.

Suppose the student body numbers only

150 and the annual cost is $325 per student.

The total cost would be

$U8,750 with the community paying $2h,375 of it, and at the two mill rate the necessary taxable wealth would be $12,137,500. Ability to Provide Adequate Buildings If any community is considering the establishment of a public junior college then it should have enough wealth to raise funds to pro­ vide good and adequate buildings in which to house the college.

It would

also be the responsibility of the local community to furnish the equip­ ment installed in the college buildings. Bonded Debt Another measure of a community’s ability to support a public junior college is the amount of its bonded indebtedness.

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5

Transportation Facilities The junior college should be accessible.

Good roads as well

as bus and train services should be available.

Approval of State Authority The proposed junior college would need to meet a majority of

I

the criteria mentioned above, and in addition must be approved by a state i

authority, before being eligible to become a junior college.

The state

authority could be either the State Department of Education or a junior college committee, as set up by the Regents far Higher Education. ’

Since

i

the state is to pay half of the expenses of the college, it should have some voice in establishing the college. Enrollment Probably the greatest single criterion outside of the ability

;

of the community to support the junior college is the matter of enroll­ ment.

If there are not sufficient students available to justify a col-

i

lege, then it should not be established.

{

take five or six years before the college would become well enough pub-

It is conceded that it might

I

licizedto begin to reach

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its maximum possibilities in enrollment.

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The following junior college authorities have made the recommendations found listed after their names as criteria they believe essential in establishing a junior college:

This study deals

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O ’Brien3 - 1923 :

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with the junior college as an institution in

% . P. O’Brien, "Report of a Survey in Atchison Dealing with the Establishment of a JuniorCollege," Kansas Studies in Education, I (October 1, 1923), p. 2.

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168

operation and the application of the principles thus set forth to the special situation in Atchison, Kansas, emphasizing attendance, support, and a regional organization.

It compares the local situation with other

Kansas junior colleges. Junior college enrollment, 200 Assessed property valuation, $15,000,000 Good Lower Schools Leonard^ - ]$ 2 k Approved by the State Department of Education Junior college enrollment, 200 Assessed property valuation, §10,000,000 Koos$ - 192k

Junior college enrollment, 200 High school enrollment, 1,200 City of 25,000 to ii0,000 people No college near Adequate transportation facilities Good Lower Schools Clark6 - 1927 Junior college enrollment, 200 Assessed valuation of property, $10,000,000 High school enrollment.

Minimum 600j recommended 1,000

J. Leonard, "Suggestions for the Place and Functions of a Junior College in a System of Schools," National Association of Secondary School Principals 8th Yearbook (192U) pp. 106-111. "*L. V. Koos, The Junior College, Research Publications of the University of Minnesota, Education Series No. 5» (192U) 2 vols.

6H. J. Clark, "Junior College Costs," Bulletin U;l, School of Education, Indiana University, pp. 67-78.

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:

1^9

O ’Brien7 - 1928 Junior college enrollment, 100 Assessed valuation, $15,000,000 No college near I

Whitney3 - 1928 Junior college enrollment, 150 Assessed valuation of property, $10,000,000 High school enrollment, 800 200 high school graduates a year Community population of 10,000 Good lower Schools Gattis9 - 1928 Junior college enrollment, 150 Assessed valuation of property, $15,000,000

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High school enrollment of 600

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100 high school graduates a year Population of city, 12,000

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Good Lower Schools 7

F. P. O ’Brien, "Conditions Which Justify Establishing A Juni College,"School Review, 36 (February, 1938), pp. 128-37. 8

F. L. Whitney, The Junior College in America, Colorado State Teachers College, 1928. 9 W. E. Gattis, Certain Conditions Which Justify the Establish­ ment of Public Junior Colleges, Unpublished Master’s thesis, Peabody College.

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170 Brothers1®- 1926

Junior college enrollment 75 or more

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High school average daily attendance, 500 Assessed valuation of property, $10,000,000

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Local community should provide suitable grounds, buildings, furnishings, and other permanent equipment

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Cockrell11 - 1928

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Junior college enrollment, 150 Assessed property valuation, $15,000,000 Real community interest

•

Good Lower Schools Zook12 - 1929 Junior college enrollment, 200 Assessed property valuation, $25,000,000

Broom1} - 1929 Junior college enrollment, 150 Assessed property valuation, $20,000,000

!

Good Lower School

!

Adequate transportation facilities Genuine community interest

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10E. Q. Brothers, "A Plan for State Support for Public Junior Colleges," Ninth Annual Meeting of American Association of Junior Colleges, Proceedings, (1928), pp. 119-21;.

f

11E. R. Cockrell, "Under What Circumstances Should a Junior College be Established?" American Association of Junior Colleges, Proceedings, (1923), pp. 121;-26. 12 G. F. Zook, "Model Junior College Legislation," American Association of Junior Colleges, Proceedings, (1929), pp. U0-i;6.

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^K. M. Broom, Public Junicar College Bulletin. State of Mississippi,! Department of Education, No. 5$, (1929). ;

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171 Holy11*- 1929

Junior college enrollment, 150 Assessed property valuation, §15,000,000 High school enrollment, 900 Population of 17,000

Green^ - 1929 Junior college enrollment, 150 Assessed property valuation, §15,000,000 High school enrollment, 375 Community population, 26,000 Good Lower Schools approved by State Department of Education Community interest should be real Joyal16 An area with a maximum radius from the proposed junior college of twenty miles. A minimum high school A.D.A., within the proposed district of

1250 A minimum of 200 junior college A.D.A. is necessary to provide enough students to furnish registrants for the absolute minimum number of courses offered as a curriculum in a California junior college. Ho institution, however, can be expected to confine

^T. C. Holy, "Criteria for Establishment of Public Junior Col­ leges," Department of Secondary School Principals of the National Educa­ tion Association, Bulletin Ho. 25. (13th Yearbook, March, 1929), pp.308-lB, 1%hue E. Green, "Where to Locate a Junior College," School Executives Magazine, 1*9 (December, 1939), pp. 178-30. ■^A. E. Joyal, "Factors Relating to the Establishment and Main­ tenance of Junior Colleges with Special Reference to California," Uni­ versity of California, Publications in Education, 6 (1932), p. 1*26.

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172

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its offering to such a small number of .courses. If the offering of the smallest district junior college in California be used as a criteria, there should be enrolled a minimum of at least 333 students.

1

A TT.-jm'mnm of eight full-time teachers, exclusive of administrative or supervisory officers.

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A minimum offering of 120 periods of work per week, in no less than 20 courses per semester.

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Sufficient assessed wealth in the district to raise $15,900 per year for current expenditures, within legal tax limits. Summitt

17

Junior college enrollment, 150 Local high school enrollment, 900 )

County high school enrollment, 1,500 Local city population of 19,000 County population of i;0,000 Good Lower Schools

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The proposed collegeshould of Education

beapproved bythe StateDepartment

Eells18 - 1933 Junior College enrollment for the best efficiency should be about 300 Allen19 - 1936 Established where there is no other institution of collegiate grade that can be made toserve theexistingeducational needs of the community. -- — -- -- _ ._ — .. . — ■- ■ .— — ■-■ — — 17 William K. Summitt, “The Location of Public Junior Colleges in Missouri,"(Unpublished Ph.D. dissertation, University of Missouri)*

\

1% . c. Eells, "The Tax Supported Junior College During the Next Decade," Department of Secondary School Principals of the National Education Association, Bulletin No. U5, (1933) (Proceedings of the 17th Annual Meeting.)

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19John Stuart Allen, "Criteria for the Establishment of Public Junior Colleges,"(Ph.D. dissertation at New Tork University, 1936), p.l87*-

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173

The community or area served should have an average of 250 high school graduates per year. Forty per cent of recent high school graduates should now be attending college. A survey of intents of high school seniors and juniors with respect to education beyond high schools should be made. 1,100 should be enrolled in the four-year high schools of the community. A survey of the intention of parents of high school seniors and juniors beyond high school regarding their children’s education. 1.000 average daily attendance in high schools of community. 19.000 population In view of the above recommendations by the outstanding junior college authorities in the United States, it is recommended that the ffriniimm junior college enrollment be 1$0.

For an enrollment of 1$0 in

two classes there will probably have to be an entering class of about 100 each year.

An enrollment of from 300 to f>00 is considered to be

excellent for economical administration. Number of High School Graduates Per Year One of the criteria in establishing a junior college is the number of high school graduates each year.

To furnish 100 freshmen each

20 year, Whitney believes that 200 high school graduates a year are enough. An

Summitt

£0

thinks it will take 250 graduates.

Joyal

suggests about 225

high school graduates will furnish 100 junior college students. 2° F . 1>. Whitney, op. cit.

23*. K. Summitt, op. cit. 29 *CA. E. Joyal, op. cit.

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17U

I.

Size of Community The community should be large enough to support financially a

public junior college, and it should have population enough to furnish adequate students for a public junior college. The city should be the largest town or municipality in the area and if possible should be centrally located in regard to population. II.

Community Interest The community should have a real and genuine interest in the

college as the community is to furnish the buildings,,to equip them, and to pay their proportionate share of taxes to support the junior college. These criteria would go a long way towards proving the community interest in the college.

(In the near future it is to be hoped that the federal

government will materially assist not only in the operation and mainten­ ance of public junior colleges, but also in helping to build the physical plant.) A majority of the voters would need to approve the establishing of a college at a non-political election.

It would be well to make a

survey of the community to determine the need and the ability to support the college. IH .

Community Need for a Junior College The need should be determined by an impartial specialist or by

a committee of specialists. at least l£0 students.

The junior college should have a minimum of

The best indicators of whether or not the commu­

nity can supply these are:

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1. Average of 200 to 2£0 high school graduates a year in the immediate college area. 2.

S u rve y o f intentions of high school seniors with respect

to education beyond high school. 3.

Survey of intentions of parents of high school seniors for their children's education beyond high school. There should be a minimum of 19,000 population in the county having the public junior college.

U. In general, a junior college should be established only where there is no other institution of collegiate grade that can be made to serve the existing educational needs of the community. 5. Eleven hundred enrolled in the four-year high schools of the community. 6.

IV.

One thousand in average daily attendance in high schools of the community.

Ability to Support a Public Junior College 1. Question of lower schools This may be measured by the teachers' salaries, quali­ fications, and per capita valuation of school property be­ ing higher than the median of similar communities in the state. 2.

Taxable Wealth On an average, the assessed valuation should be large enough to support the junior college with a limit of two mills per dollar on the valuation.

3. Bonded Debt The bonded debt should be lower than median for com­ munities of similar size and wealth in the state. The community must be able to provide adequate buildings.

i

V.

No College in the Community In general, it is a good rule that a will not be proposed for a community that college. The exception to this rule will population centers that can supply enough than one college or where restrictions on

junior college already has a be in large students for more enrollments by

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176 costs or by curriculums do not satisfy local needs. in a radius of influence -within 2% to 30 miles. VI.

No college

Transportation Facilities The town in which the junior college is located must be easily reached b y highway, bus, or train service in order that students can commute easily. Consideration should be given to the arranging of bus schedules that will allow students in the entire area to commute.

V U . Status of Town as Civic and Trading Center The town or city that is a civic community is the more likely in which college. This criterion is also used establish the most desirable location lege.

and trading center of the to locate a public junior largely in helping to for the public junior col­

VIII. Approval by State Authorities A survey should be made by the state department of educa­ tion or the regents for higher education to consider the ques­ tion of need for and ability to support a public junior college, using the criteria listed above. The question of the best loca­ tion should be considered also in this survey. The findings of this survey should be made public in a form that is easily understandable by the educators and the layman. A non-political election should be held in the community to decide for or against the establishment of a public junior college, after the findings of the above survey have been made public. The approval or disapproval by the state department of education or the regents for higher education should be made on the basis of the above survey. Adequate buildings, excellent and sufficient equipment, and an able faculty will require quite an initial expenditure, and it will be reasonably costly to maintain such an institution.

Some are willing to

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dilute the work offered to students and to hypnotize themselves into

i

thinking they can maintain a good junior college for half the price that

|

it costs to care for a good elementary school.

Kany junior colleges have

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177 failed because administrators have blindly failed to face the facts before embarking upon the ambitious program of establishing a junior college.

Administrators may be pushed into organizing a junior college

by an ambitious chamber of comerce or other civic club which wanted to "get ahead" of a neighboring city. It is believed that a junior college can be established with reasonable hope of becoming a successful college if the above criteria are met.

It is doubtful that a junior college can be a success if it

fails to recognize and adhere to a majority of these criteria.

Analogies for Oklahoma Drawn from Comparable Situations In a later chapter a theoretically ideal state plan will be submitted, and the above-mentioned criteria will be applied to every community wherein it is suggested that a junior college be located.

Of

course, there will be exceptions and variations, depending on the density of population, distances from one community to another, and the distance to another college, but in the main, the above criteria, as suggested by the leading junior college educators of the United States, will be closely followed.

It is anticipated that because of the sparsely populated west­

ern region of Oklahoma, entire counties will need to be joined together as a tax unit in order to furnish sufficient financial support and in order to furnish enough enrollment.

This has been done in Texas, in

Alabama, in Mississippi, in Georgia, and in a number of other states with remarkable success.

In fact many of our leading junior college

authorities believe the area junior college to be the best answer to our problem of vocational terminal education.

This is especially true in

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173

Oklahoma and similar states that are not so well populated as California. It is the problem of each state to make its own survey, to make its own study in order to meet its own needs, as each state, like each community, is a separate entity, a personality all its own and not to be lumped together with a large group for general approval recommendations. Every effort will be made to study each section of Oklahoma and to offer an educational plan "tailor made" to fit the needs of that particular area. fit Oklahoma.

The California plan or New York plan will probably not

An Oklahoma plan must be developed to meet Oklahoma’s

need.

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CHAPTER IX

APPLYING THE CRITERIA TO OKLAHOSA

A study has been made of the ideas of the leading junior col­ lege specialists in the United States concerning the establishment and maintenance of public junior colleges.

The men quoted are nationally

known authorities in the field of junior college education.

The informa­

tion gained and compiled from these educators will be employed in this chapter in determining the criteria that should be utilized in establish­ ing and maintaining public junior colleges. Seventeen of the specialists quoted in Chapter VIII recommended a in^m'imm enrollment for a public junior college.

Six of the individuals

recommended a minimum enrollment of 200j nine recommended a minimum en­ rollment of l£0; one, a minimum enrollment of 75J and one, a minimum enrollment of 300. Dr. A. E. Joyal, formerly Dean of the College of Education at the University of Oklahoma, and now President of Fresno State College, Fresno, California, in his study of junior colleges in California recom­ mended a minimum of 200 students.

He suggested, however, that the mini­

mum probably should be at least 333 in order to offer a properly diversi­ fied program.

179

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180

Of the seventeen specialists -who mentioned minimum enrollment) the average enrollment suggested, divided by the seventeen writers, would give 172 as the minimnm for a public junior college.

However,

since a majority of them have recommended 1$0, and since it would, in many instances, be possible to have a junior college with a minimum enrollment of this number rather than 175 or 200, we propose to use 150 as a minimum enrollment for the establishment of a public junior college. Eleven of the specialists had a suggested county valuation that they felt should be utilized as a minimum.

This valuation ranged from a

low of 10 million to a high of 25 million dollars.

The average recom­

mended by the eleven specialists would be 15 million dollars. Six of the seventeen specialists suggested the minimum size of the city in which the junior college should be located.

The sizes of

the cities suggested were 10,000, 12,000, 17,000, 19,000, and 26,000. One specialist suggested that the city should be from 25,000 to U0,000. The average from all suggestions was a city of 18,000.

This w>uld not

be practical in Oklahoma as a great majority of our communities are under 18,000 in size.

In fact we would have very few junior colleges if they

could be in cities of only or above 18,000 population. Because of the difference in the conditions which might affect a public junior college, no definite size for the city is going to be recommended. No definite limitations are going to be set on valuation.

It is

supposed that any group of citizens in a school district, county, or group of counties, willing to tax themselves to support a junior college would go into the matter thoroughly and would be able to support a junior college,

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Fig. £.— A map of Oklahoma showing the location of all the colleges, both junior and. senior., in the st^te.

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132 provided they were willing to vote to tax themselves for its support. So no nininirnn valuation will be placed on any school district or county desiring to establish a public junior college. The state of Oklahoma at the present time supports eleven senior colleges and seven junior colleges.

The senior colleges are as follows:

1.

University of Oklahoma

Norman

2.

Oklahoma A. &M. College

Stillwater

3.

Panhandle A. & M. College

Goodwell

It.

Langston University (Negro)

Langston

5.

Central State -College

Edmond

6.

East Central State College

Ada

7.

Northeastern State College

Tahlequah

8.

Northwestern State College

Alva

9.

Southeastern State College

Durant

10.

Southwestern Institute of Technology Weatherford

11.

Oklahoma College for Women

Chickasha

The following junior colleges are maintained by the state of Oklahoma: 1.

Cameron State Agricultural College

Lawton

2.

Connors State Agricultural College

Warner

3.

Eastern Oklahoma A. & M. College

Wilburton

U.

Murray State School of Agriculture

Tishomingo

5.

Northeastern Oklahoma A. & K. College Miami

6.

Northern Oklahoma Junior College

Tonkawa

7.

Oklahoma Military Academy

Claremore

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133

In addition there are the following denominational, city, or private colleges located in the state: 1.

Bethany-Beniel College

Bethany

2.

Oklahoma Baptist University

Shawnee

3.

Oklahoma City University

Oklahoma City

U.

Phillips University

Enid

5.

Tulsa University

Tulsa

6.

Spartan College of Aeronautical Engineering (two-year)

Tulsa

7.

Bacone College, a four-year high school-junior college located at Bacone, Oklahoma, just north of Muskogee. It is an all-Indian school and is maintained by the Northern Baptist Convention.

In addition to the above mentioned colleges, Oklahoma also has eleven municipal junior colleges in operation.

These are located at

Altus, Bartlesville, Bristow, Carnegie, El Reno, Kiowa County Junior College at Hobart, Mangum, Muskogee, Poteau, Sayre, and Seminole.

These

junior colleges have a small tuition charge that is made to help defray the cost of operation and maintenance. Utilizing the information by the junior college specialists, criteria will be selected which will be used as standards to determine the need for any proposed junior college or to judge an existing junior college. The criteria given below have been determined from the informa­ tion given in the preceding chapter of this thesis.

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Criteria For The Establishment of Public Junior Colleges in Oklahoma 1.

An average of 250 high school graduates a year in the immediate college area.

2.

Enrollment of 1200 in the four-year high schools of the county.

3.

A minimum of 19,000 population in the county having a public junior college.

it. It is generally to be established inhere there is no other institution of college grade that can be made to serve the educational needs of the community. The city, or the school district, or the county proposing a college must be able: (1)

In a city-wide, school district, or county-wide election to vote to establish the public junior college.

The vote is to be a simple majority vote

of the votes cast. (2) The city, or school district, or county will need to vote adequate finances estimated at one-half of the annual operating costs of the public junior college.

(It is estimated that the one-half cost

by the city, school district, or county will be approximately $I$0 annually per student.) (3)

To furnish adequate housing facilities for the college.

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185

(U) To furnish a creditable library and sufficient equip­ ment for a well-rounded program. 6.

The minimum enrollment for a public junior college is to be 150 students (probably 190 freshmen a year and 50 sophomores).

If it cannot be reasonably determined that

this minimum goal can be reached within five years and constantly maintained after a five-year period of time, then sufficient need is not evident for the establishment of the proposed junior college. 7. A survey should be made by an impartial specialist or a committee of specialists to determine if a need exists for a public junior college. After all the facts have been collected and the specialists report that there is a need for a public jun­ ior college, the interested parties should present these findings to the Oklahoma State Board of Education.

After

careful review and study of the facts, the Board of Educa­ tion shall determine if a need exists for that particular junior college.

If the Board finds that a need does exist,

and approves the public junior college, then the college i

shall be eligible to receive one-half of its annual opera-

( j

tion and maintenance costs from the state of Oklahoma. The public junior college shall be under the jurisdic-

■j

tion of the State Board of Education.

One-half of the

financial costs of the junior college is to be borne by ;

the State of Oklahoma through the Board's office.

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196 8.

The location of the junior college should be in the largest town in the county or area, and if possible, it should be centrally located in regard to population.

If a junior college is already in operation and has been estab­ lished for some time but has not met the minimum requirements as set forth in the "Criteria for the Establishment of Public Junior Colleges in Oklahome," then that particular college m uld need to prove to its own school district as well as the State Board of Education that an educational need exists in that location or area. This need could only be proven when evidence was furnished that the rnini mum requirements could be maintained year by year. It would be the responsibility of the local school district to establish the need for the college before state funds could be approved through the State Board of Education. If the school district is used as the basis for the taxing unit, then the board of education of that particular unit would be the board of control and would have complete charge of the public junior college just as they have control over the elementary school, the junior high school, and the senior high school. If, however, there is a desire to enlarge the tax unit and include a full county, or two counties, or three counties, then the new tax unit, whether it be one, two, or three counties, would b e required to vote on buildings for the college, and to vote necessary taxes in order to operate and maintain the college. The policy of electing seven board members on a county-wide, or district-wide basis to serve as a board of education for the public junior

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137

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college which is a county or district college has been successfully used during the last few years in Texas where several junior colleges have recently been organized.^-

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The election would be held every other year at the regular

i

election tine.

■

from the county-wide or tax-basis unit, or whatever size it might be.

•:

The seven board members would be elected by popular vote

During the first election, two members would be elected for a two-year period of time, two for a four-year period of time, and three

\

members would be elected for a six-year period of time.

Thereafter,

every other year each of the new members elected would be elected for a six-year period of time.

In this way, approximately one-third of the

board members would finish serving their term every two years, and this would allow for the permanency and stability of board members. Many factors would need to be considered in establishing a junior college.

It would be possible, and it has happened in Oklahoma,

■i

that a chamber of commerce or a booster group from some community has over-stimulated and over-sold the area in securing students to attend \

their

i

ment drops to such a low average that in many instances the junior col-

>

local junior college, 7/hen this stimulation wears off, then enroll-

leges have been forced to close. }

( •)

High school graduates in some areas have more or less fixed ideas about planning to attend the State University or the A. & M. Col­ lege, or saae other four-year college.

In general, however, if a county

meets the criteria as set forth in this chapter, there is reasonably

!

"^Statement of Dr. C. C. Colvert, Junior College Specialist, Department of Education, University of Texas, Austin, Texas.

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133

good assurance that a minrnnim enrollment could be reached and maintained. ;

This would depend of course on the proper organization of the college and the curriculum that would be offered.

;j

The counties of Oklahoma will be classified according to the

i] jj

standards of the criteria for establishing public junior colleges and

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divided into the following groups:

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1.

Counties that meet all of the requirements set forth in the criteria for establishing junior colleges where it is recommended that junior colleges should be established.

2.

Counties that are on the border line one way or the other that might conceivably and adequately support a junior college or might come close to supporting a junior college.

3.

Counties that for one reason or another fail to come up to standards set forth in the criteria for establishing junior colleges.

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Oklahoma City

j

Oklahoma City, capital of Oklahoma and largest city in the

{

state, is

located near the geographic center of the state. While two

|

colleges are located in Oklahoma County, the Central State College at

} K

Edmond and the Oklahoma City University at Oklahoma City, the educational

] )

needs of many youth of Oklahoma City are not being properly met. nite need exists for a public junior college in Oklahoma City.

I

be a part of the Oklahoma City Public School system.

A defiIt should

Oklahoma City youth

would be best served by having a separate physical plant.

Rivalry has

always been intense among the students of Central, Classen, Capitol Hill, and Northeast and it would be highly beneficial for these high school i

graduates

to be placed in one central junior college location where they

would learn to work together for the general good of Oklahoma City as well

X

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|

as for their individual good.

|

dents studying and working together would be beneficial for the strength-

!

ening and building of a unified city.

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The relationships of these different stu-

Ordinarily it is not recommended that a public junior college

ii j!

be built in a community that has another college. However, in many

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states throughout the nation where private tuition-charging colleges are

'i

located, public junior colleges have been started and have been highly

14

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successful.

In most instances, the junior college has not detracted from

\

the enrollment of the tuition-charging colleges. In extensive plant worthy of a great community such as Oklahoma

t I

City should be provided for the large group of annual high school gradu­ ates in the city and for the development of a worth-while adult education

j

program.

I

individual communities are going to be held responsible.

| j ■1 | {

|

Adult education is one of the growing necessities for which our

Oklahoma City should make plans to provide a well-rounded program of liberal arts and vocational education in preparing to meet the needs of the high school graduates in that area. A centralized location for junior college work and for adult

|

education with an adequate physical plant with a library large enough to

j

meet the student and community needs, and with sufficient equipment to

j

offer a creditable program should be made available by the citizens of

\

Oklahoma City.

]

It would be a good investment in their own future.

A resume of the principal points of the criteria for the estab-

:1

lishment and maintenance of junior colleges will be given in discussing

j

the establishment of several of the junior colleges.

An evaluation of

j

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each county as to these criteria and to see if it measures up to the

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190 criteria is needed.

If the county or the city meets adequately the

requirements as set up in the criteria, then there is sufficient proof to demonstrate the need for a junior college and to establish the fact that a junior college in meeting the chosen criteria would be reasonably assured of meeting with success. Minimum Criteria 1.

250 high school graduates a year. Oklahoma County has approximately 2,500 graduates a year.

2.

1,200 enrolled in the high schools of the county. Oklahoma County has more than 10,000 enrolled.

3.

19,000 population. In Oklahoma County the 19U0 population was 2UU,159»

It. Established generally where there is no other institution of collegiate grade that can be made to serve the existing educational needs of the community. Oklahoma County and Tulsa County will be the only two exceptions to the rule in this entire state. While both Oklahoma City and Tulsa have four-year colleges located within their boundaries, the educational needs of literally hundreds of youth in each county are not being met.

An extensive program of vocational educa­

tion and a broad general program of liberal arts should be made available to the youth of these two counties.

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191 f>.

A m n i n n m enrollment of 1S>0 students. Oklahoma County has approximately 2,^00 graduating seniors a year.

6.

The other criteria such as voting to establish the college, financing the college, equipping the college, and securing approval of the college by the State Board of Education could be net in due time after the requirements have been set forth in the first five units of the e stablished cri­ teria.

According to the criteria, -we have every reason to believe that a public junior college -would be highly successful in Oklahoma County.

Tulsa

The situation in Tulsa County is similar to that of Oklahoma County.

Tulsa, like Oklahoma City, has every reason to establish a

separate public junior college in a separate physical plant, thus bring­ ing together the high school graduates of Central, Will Rogers, Daniel Webster, and other Tulsa County graduates and training and developing these youngsters in an adequately equipped junior college.

Hundreds of

students in Tulsa would attend a public junior college there who other­ wise will never attend a college or secure the educational training bene­ fits that youth so clearly need. Minimum Criteria 1.

250 high school graduates a year. Tulsa County has 2,2f>0 graduates annually.

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2. 1,200 enrolled in the high schools of the county,

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Tulsa County has more than 9,000 high school students. 3.

19*000 population. The population of Tulsa County in 19U0 was 193,363.

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U. Established generally where there is no other institution of collegiate grade that can be made to serve the existing

r

educational needs of the community.

J

Tulsa County, like Oklahoma County, even though it has a four-year college within the city, needs a public junior college.

The educational policy of the

Oklahoma City College and the Tulsa College is not designed nor established to serve the vocational needs and many other needs of the students in those two counties. The interests of the Tulsa County youth would be best served by having a separate physical plant rather than by trying to add grades 13 and Hi to any of the existing high school plants, i

5. A minimum enrollment of 150 students. Tulsa has 2,250 high school graduates a year.

\

6. The other criteria could be met after these first five have been satisfied. According to the above criteria there would be no question but that a public junior college in Tulsa would be eminently successful.

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193

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Muskogee The city of Muskogee is Oklahoma's third largest city and the county seat of Muskogee County. Muskogee County has had a junior col­

li

lege for many years.

In fact the oldest municipal junior college in

f

Oklahoma, organized in 1920, is located at Muskogee.

It is probable,

P.

si *

that with proper financing, with an enlarged physical plant, with an

n

I

adequate library and with sufficient equipment, the public junior col-

:

lege at Muskogee could easily double and possibly triple its regular enrollment.

The 1925 enrollment at Muskogee was 23j the 1930 enrollment

was 135; the 1935 enrollment was 93; the 19b 0 enrollment was 10b; the I

19b3 enrollment was 159; and the 19b9 enrollment, approximately 200. Minimum Criteria

j 1.

250 high school graduates a year.

]

Muskogee County has approximately 566 graduating

.1 1

seniors annually.

I

2. 1,200 enrolled in the high schools of the county,

j

Muskogee County has 3,370 high school students

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enrolled.

! I {

3. 19,000 population. The population of Muskogee County in 19b0 was 65,91b. b. Established generally where there is no other institution of collegiate grade that can be made to serve the existing educational needs of the community,

j

This would

not mean the establishment of a new junior

college as one has already been in existence in

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19U Muskogee for many years.

With an average enrollment of 560 and with

proper financing and with greater stress and interest given to junior college work in Oklahoma, it is believed that the enrollment would far exceed that required for the minimum public junior college.

It is be­

lieved that Muskogee could easily meet the requirements of a public jun­ ior college. Seminole County The city of Seminole is the largest city in Seminole County and this county is one of Oklahoma's most populous counties.

The city of

Seminole has maintained a municipal junior college since 1931.

Enroll­

ment in 1935 was 35; in 19U0, the enrollment was 113; in 19US, it was 95. While the enrollment in the Seminole Junior College at the present time is not up to the minimum requirements of 150 regularly enrolled students, it should be possible with adequate financial support and an enlarged course of study to attract enough students to meet easily the minimum requirements. Minimum Criteria 1.

250 high school graduates a year. Seminole County has approximately U65 graduates annually.

2.

1,200 enrolled in the high schools of the county. Seminole County has an enrollment of 2,300 high school students.

3.

19,000 population. The population of Seminole County for 19U0 was 6i,201.

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195

lu Established generally where there is no other institution of collegiate grade that can be made to serve the existing educational needs of the community. This would not mean the e stablishment of a new college in this county but would provide for a continuation and an expansion of an already established college. 5. A minimum enrollment of 150 students. With 1*65 high school graduates a year, it seems likely that the minimum requirements could be met in Seminole. 6. Hereinafter item 6 in the criteria will not be discussed for each individual county.

These questions of voting to

establish the college, finances, approval, etc., will in each individual case have to be solved after the other standards have been met and approved. Greek County Creek County is a "problem child."

While it is one of Oklahoma's

largest counties, the situation is not conducive to the centralizing of a junior college.

There axe three strong communities in Creek County—

Sapulpa, Bristow, and Brumright.

Because of city pride and intense rivalry

it is doubtful that students graduating from one of these community high schools would be interested in attending a junior college in any one of the other communities.

Then too, Sapulpa, the county seat, is located just 15

miles from Tulsa in another county, while it is 25 miles from Sapulpa to Bristow.

Creek County as a county has sufficient population, high school

enrollment, and high school graduates a year, but owing to the location

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j

of these three cities in the county, it is questionable that a junior

i

college at any location in Creek County could meet the minimum require­ ments for a junior college. Bristow since 1928.

A junior college has been maintained at

However, the enrollment has been far below the mini-

.1

mum established for a junior college.

t

Creek County offers a formidable

f; problem and no evident solution is available at this time for the establishment of a junior college there.

I t*

Pottawatomie County With the exception of Oklahoma City and Tulsa, no new college will be recommended in any community where another college is already located.

Although the college at Shawnee is a tuition charging college,

the community would not be large enough to justify the operation and maintenance of two colleges.

Okmulgee County One of the oldest junior colleges in the state was the one established at Okmulgee in 1926.

The junior college was maintained there

,

as a part of the public school system until 19U3.

At that time the junior

:

college in the public schools was discontinued in order to cooperate with the Okmulgee branch of the Oklahoma A. & M. College which took over United States Government property (Glennon Hospital facilities) and operated a

;

junior college and a trade school.

The trade school has greatly expanded

■

and developed larger than the liberal art division of the college. The city of Okmulgee is the county seat and largest city in the county of the same name.

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Minimum Criteria 1.

250 high school graduates a year. Okmulgee County has 39h high school graduates.

2.

1200 enrolled in the high schools of the county. Okmulgee County has 2379 enrolled.

3. 19j000 population. The population of Okmulgee County in 19U0 was £0*101. U.

Established generally where there is no other institution of collegiate grade that can be made to serve the existing educational needs of the conmunity. A junior college has been maintained by the city of Okmulgee for many years with reasonably satisfactory results.

A junior college by the city or the county

will probably not be established as long as the Okmul­ gee branch of Oklahoma A. & M. College is meeting the educational needs of the county. £. A minimum enrollment of l£0 students. There are approximately U00 graduates a year from Okmulgee County high schools which would be sufficient to maintain a good junior college in that county. There should be sufficient evidence by the above men­ tioned criteria to show that there is great possibility for a successful junior college in Okmulgee County whenever the citizens there are ready to implement the program.

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Pittsburg County The city of McAlester is the county seat and the largest com­ munity in Pittsburg County.

This county with its 2095 high school stu­

dents and its 1+11 annual graduates offers a distinct possibility for a ■;

public junior college.

However, McAlester has already made two attempts

to operate a municipal junior college.

The college was operated for only

one year each time, and each time was closed because of the cost and the small number of attending students. Minimum Criteria i

1. 250 high school graduates a year. Pittsburg County has I4.OO graduates annually. 2. 1200 enrolled in the high schools of the county. Pittsburg County has 2095 high school students. 3. 19j000 population.

I

The population of Pittsburg County in 19U0 was US,935.

j

U. Established generally where there is no other institution

j

of collegiate grade that can be made to serve the existing

\

educational needs of the community.

.'j

j There is no other college in the county,

j

5. A- minimum enrollment of 150 students.

J

According to the questionnaire, 135 high school gradu-

[

ates said they would attend the junior college. Enough evidence has been shown to justify the need of a

j

successful junior college in Pittsburg County.

i

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it

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199 The college was operated for the first time in 1933 and closed at the end of that school year.

Another attempt was made during the

19U7-W school year with the same results.

Whether a third attempt

should be made would have to be decided by the voters of the county or by the interested parties in the city of McAlester.

i

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McAlester is only 30 miles from Wilburton where the Eastern Oklahoma A. & M. College is located and only 60 milesfree Ada where

the

j.

East Central College is located.

i

In a questionnaire sent out to all seniors in twelve Oklahoma counties, Pittsburg County was one of the counties surveyed.

There were

’

29k replies received from the graduating seniors of Pittsburg County.

,

On being asked the question, nIf a junior college was established, in this, your home county, would you attend it?”

Of the high school gradu­

ates from Pittsburg County, 135 said that they would attend the junior i

college if it was located in McAlester.

There were lU9 that either had

] \

seme other college in mind that they would attend or had no intention of

i j

going to college. If 135 of them annually would attend a junior college

j * ]

in that county, it would not be difficult for Pittsburg County to meet the minimum requirements of 100 freshmen each year and then hold 50 of them for the sophomore year.

j

atleast

It looks like a junior college could

succeed in McAlester.

j
0 stu­ dents for a junior college.

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209 Washington County

Bartlesville is the largest city and the county seat of this county.

High school enrollment was 1U30 and high school graduates in

19U6-1*7 numbered 328. college since 1927.

The city of Bartlesville has maintained a junior It is in operation at the present time.

ment has never been very great at Bartlesville.

The enroll­

Enrollment in 1930 was

28; in 1935* it was 26; in 19U0, it was 95; and in 19^8, it was 85. However, according to the statistics, potentially there are enough high school graduates in this county to justify a junior college. Minimum Criteria 1.

250 high school graduates a year. Washington County has 328 graduates annually.

2.

1200 enrolled in the high schools of the county. Washington County has lit30 enrolled in the high schools.

3.

19,000 population. The population of Washington County for 19U0 was 30,559.

U.

Established generally where there is no other institution of collegiate grade that can be made to serve the existing educational needs of the community. The Bartlesville Junior College has been in operation for a number of years, but there is no other college in the county.

5. A minimum enrollment of 150 students. With 328 graduates' a year and with an established jun­ ior college already there, interest should be great enough to provide the minimum enrollment for a junior college.

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210

Lincoln County

Chandler is the county seat and principal city of Lincoln County, This county shows a high school enrollment of 130k and 2£0 graduates for the year 19k6-k7. This would he a very definite border line case as the number of high .school graduates for that year was the minimum required by the criterion.

There were 37 graduating seniors who said they would

attend a junior college if it was organized in Lincoln County.

It is,

therefore, questionable if the minimum of l£0 students annually with 100 new students each year could be obtained in Lincoln County. operated a junior college during 193k for one year only.

Chandler

It did not

prove successful and was eliminated after the one-year trial.

Minimum Criteria 1.

250 high s chool graduates a year. Lincoln County has about 2£o graduates a year.

2.

1200 enrolled in the high schools of the county. Lincoln County has 130k enrolled annually.

3.

19,000 population. In 19k0 the population of Lincoln County was 29,£29.

k.

Established generally where there is no other institution of collegiate grade that can be made to serve the existing edu­ cational needs of the community. There is no college in the county.

£. A minimum enrollment of l£0 students. In the student questionnaire only 87 graduating seniors were willing to attend a local junior college.

Chandler's

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being reasonably close to Edmond and Oklahoma A. ScM. College at Stillwater would make it difficult to maintain a junior college in this county. Canadian County El Reno is the county seat and principal city of this county. The county has 121*2 high school students enrolled with 279 high school graduates for 191*6-1*7. A municipal junior college has been maintained at El Reno since 1937. enrollment was 91.

The enrollment shows 111 in 191*0.

In 191*8 the

According to the statistics it would be possible in

Canadian County to meet the minimum requirements of l£0 students regu­ larly enrolled.

It is anticipated that with adequate financial support

and a larger offering of subjects, together with added equipment, a pub­ lic junior college at El Reno would be well within the minimum required. Minimum Criteria 1.

250 high school graduates a year. Canadian County has approximately 279 high school graduates annually.

2.

1200 enrolled in the high schools of the county. Canadian County has 121*2 enrolled in high school.

3.

19a000 population. The population of Canadian County for 19i*0 was 27,329.

1*. Established generally where there is no other institution of collegiate grade that can be made to serve the existing educational needs of the cormunity. A junior college has been operating in Canadian County for a number of years.

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212

5.

A minimum enrollment of 150 students. While El Reno is close to Oklahoma City and Okla­ homa University, and Oklahoma College for Women at Chickasha, there is sufficient evidence given

.

t

o

recommend the maintenance of a successful jun­ ior college at El Reno.

Kiowa County Hobart is the county seat of Kiowa and the largest city in the county. While the county is just under the border line as to high school 4

enrollment and high school graduates, the fact that a county-wide junior 1

college has been maintained there since 193k deserves recognition.

In

1921* a junior college was established and maintained for one year but closed after the one year of operation.

Reopening in 193lij it has been

;

in continuous operation ever since.

This college at Hobart has had a

j

checkered career.

’ i

125; in 19U8, it was 38. It probably would be a struggle for the junior

\

college at Hobart to maintain the minimum enrollment of 150 students with

The enrollment in 1935 was 60; enrollment in 19l*0 was

.'■>

t

only 21*0 students a year to select from.

j

tics are just under the minimum requirements so it could possibly be done.

I
0 students. This would be a definite border line county with the probability of success not favorable under present condi­ tions.

With an adequate financial program and an enlarged

curriculum the chances for success would be greatly en­ hanced. Washita County Cordell is the county seat and principal city of Washita County. The high school enrollment in 191*7-1*8 was 1122 with 327 high school graduates for 19li6-i*7. According to these figures, it is possible to maintain the minimum requirements for a junior college in this county. Minimum Criteria 1.

2fj0 high school graduates a year. Washita County has 327 high school graduates a year.

2.

1200 enrolled in the high schools of the county. Washita County has 1122 enrolled in the high schools.

3.

19,000 population. The population for 191*0 was 22,279.

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21ii li. Established generally where there is no other institution of collegiate grade that can be made to serve the existing educational needs of the community. There is no college in the county. 5.

A minimum enrollment of 150 students. According to the criteria, 7Jashita County could rea­ sonably be expected to maintain a junior college if it was established at Cordell. Beckham County

Sayre is the county seat and principal city of Beckham County. A junior college has been maintained at Sayre since 1937.

The 191*0

enrollment showed 69 and the 19U8 enrollment showed 6U students.

The

high school enrollment for the county for 19U7-U8 was 1,121 and the number of high school graduates was 220 for 19U6-Ii7.

Thus it might be

difficult with no more annual graduates than this to meet the minimum requirements. Jackson County Altus is the largest city and the county seat of Jackson County. The high school enrollment for the county was 1,167 with 251 high school graduates.

Altus has been prominent in junior college activities since

1925 when the first junior college was organized there.

Although small,

Altus has been recognized for its capable faculty and its successful administration.

The 19hd enrollment was listed at 78.

A great deal of

effort has been expended by the city of Altus in promoting the junior

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215

college there,

while the high school enrollment and the number of gradu­

ates is on the border line, it would be possible with adequate financing for a good junior college to be developed at Altus.

However, Altus paid

her teachers less than any other junior college in the state.

That is

not a sign of strength.

Minimum Criteria 1.

250 high school graduates a year. Jackson County has 251 high school graduates annually.

2.

1,200 enrolled in the high schools of the county. Jackson County has 1,167 enrolled in the high schools.

3.

19,000 population. The population of Jackson County in 19U0 was 22,708.

It.Established generally where there is

no other institution

of collegiate grade that can be made to serve the existing educational needs of the community. A junior college has been established at Altus for a number of years. 5. A minimum enrollment of 150 students. While it would be a struggle because the minimum require­ ments of the criteria are just barely met, there is a possibility that a minimum junior college could adequate­ ly function to serve this area.

Rogers County Claremore is the county seat and the principal city of Rogers County.

The city of Claremore and the county itself have been made

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1 5 4 ■ j A

}

216 nationally known by its famous son, Will Rogers.

According to the rec­

ords, high school enrollment was 1,076 with graduates numbering 253* However, the Oklahoma Military Academy is located at Claremore and has been in operation since 1923.

It is generally felt that there is a need

for a military academy in the state.

Consequently, no recommendations

will be made concerning any changes that might be made in the college. It has been suggested that the college might be made co-educational and serve regular students, both boys and girls, as well as the military program.

That suggestion, however, would need to be analysed.

If it

is assumed that there is a need for a military academy, it would prob­ ably be unwise to make a military academy co-educational. Cherokee County Tahlequah is the ancient capital of the Cherokee Nation and the

I

principal city of this county.

1

been located here and is adequately serving the educational needs in

7

The Northeastern State College has long

t

I *i j I

that particular area.

Hughes County

,4 V V

,

j j

Holdenville is the principal city and the largest city in Hughes -

County.

However a junior college is located in Wetumka.

The enrollment

at the Wetumka Junior College showed 59 for I9ii0 and 36 for 19U8.

The

county enrollment was l,33li and the high school graduates for 19h6-k7 !

numbered 226.

This provides a difficult problem as Holdenville is some-

;

what larger than Wetumka.

However, Wetumka has been the location of

the junior college for a number of years.

‘While the number of high school

»

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217

graduates, 226, is not quite up to the required 250, it might be that a junior college with a minimum enrollment of 150 could be maintained in the county.

The Wetumka Junior College has been in operation since 1931*

Greer County Mangum is the county seat and principal city of Greer County. The enumeration is far below the minimum suggested whereby it would be possible to maintain a junior college.

The county lists only 882 enrolled

in the high schools in this county with 163 graduates for 19U6-U7.

The

city of Mangum has operated a junior college on two different occasions. In 1937 a college was established and operated until 19U1.

For a few

years the college did not operate, but in 19U6 the college was again opened and has been in operation since that time.

In 19U0 the enrollment

at Mangum was 120 while in 19U8 enrollment was only 52 students.

With

such a small number of graduating seniors each year, it appears that it would be difficult to maintain 150 students regularly enrolled in a jun­ ior college. t

Woodward County

|

Woodward is the largest city and the county seat in Woodward

;

County.

!

only 712 students with only 151 graduating seniors for the year 19U6-U7*

i

However, the,19U7-U8 high school enrollment for the county shows

3

!

i

This is below the number recommended for the rscuirements set forth in the criteria for the establishment of public junior colleges.

However,

owing to the fact that this area is sparsely populated, it might be fea­ sible to establish a public junior college at Woodward to serve this area even though it might fall just a little short of the minimum requirements.

UNIVERSITY OF OKLAHOMA

LIBRARY Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

218

Minimum Criteria 1.

2^0 high school graduates a year. Woodward County has 1$0 graduating seniors a year.

2.

1,200 enrolled in high schools of the county. Woodward County has 712 students enrolled in the high schools.

3*

19,000 population. The population of Woodward County in 19U0 was 16,207.

U.

Established generally where there is no

other institution

of collegiate grade that can be made to

serve the exist­

ing educational needs of the community. There is no college in the county. 5.

A minimum enrollment of 150 students. This county falls below every criterion suggested as a minimum.

In addition to that, a junior college

was tried in this county but did not succeed. night be a definite demand for a this area and it could be made to

There

junior college in serve a wide area.

However, the minimum requirements fall quite a bit below the required needs. A check county by county throughout the 77 counties of Okla­ homa shows that there are no other counties that have sufficient enroll­ ment and the necessary number of high school graduates to enable them to establish and successfully carry on a junior college. Of course, there are population shifts and changes within any

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219

state, and •with the development cf a new and large oil field or m t h the moving of a large industry into a given community, it would be quite pos­ sible over a given period of years for the population to change so that there would be places where it would be well to establish a junior college. However, the above is a reasonably complete statement of conditions in Oklahoma as of 19U9. Summary 1.

It is recommended that a public junior college jointly supported by the State of Oklahoma and by the largest city within the county or by the county as a unit should be established in the following counties: 1.

Oklahoma County— Oklahoma City

2.

Tulsa County— city of Tulsa

3.

Muskogee County— city of Muskogee

2.

According to the annual high school enrollment and the number of annual high school graduates, there are good reasons for proposing that a public junior college

:

adequately financed and carefully managed would be feasible and practical in each of the following counties:

I

1. Seminole County— city of Seminole. 2.

Okmulgee County-— city of Okmulgee, prob cooperation with the Okmulgee branch of the Oklahoma A. & M. College,

i

3. Pittsburg County— city of McAlester.

J

I

li. Le Flore County— city of Poteau.

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220

5.

Carter County— city of Ardmore.

6.

Garvin County— city of Pauls Valley.

7.

Stephens County— -city of Duncan.

8. Washington County— city of Bartlesville. 9. 10.

Canadian County— city of El Reno. Jackson County— city of Altus.

3. While junior colleges are located in some of the following cities, their enrollment has never been great enough to meet the minimum requirements as set forth by junior col­ lege educators.

The following locations would be border

line cases where it would be questionable if the minimum requirements could be met in establishing a junior college. However, they are border line cases and it could be possi­ ble for them through careful management and hard work to meet the requirements: 1.

Osage County— city of Pawhuska.

2.

McCurtain County— city of Idabel.

3.

Caddo County— city of Anadarko.

U.

Idncoln County— city of Chandler.

$. Washita County— city of Cordell. 6.

Kiowa County— city of Hobart.

7.

Beckham County— city of Sayre.

8.

Hughes County— city of Holdenville.

9. Woodward County— city of Woodward. 10.

Creek County— no city suggested.

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221

ii. All the other counties in Oklahoma seem to be far below the requirements for high school enrollment and the necess­ ary number of high school graduates to make establishment of a junior college at all feasible.

It is not contemplated

that any combinations or changes will be made in the exist­ ing state institutions.

Every junior college maintained as

a state institution already has far exceeded the minimum requirements for a junior college.

Consequently no elimina­

tions and no combinations are suggested. Legislation Trill need to be enacted by the state legislature to provide for the payment of funds to these respective junior colleges. The junior college would be eligible to receive state funds when it was approved by the State 3oard of Education and as soon thereafter as funds were available. A designated amount of money such as $125, $150, or $175 should be appropriated by the state legislature for each student enrolled in one of the public junior colleges.

This could be done either on an enroll­

ment basis or on an average daily attendance basis. It probably would be wise to base the state payments on the number of students enrolled who spend a full six weeks or more at the college.

This is the system used by the United States Government in pay­

ing for the enrollment of veterans.

The government considers when a stu­

dent spends as much as six weeks at a place, even though he leaves after that, that the effort has been made to educate him and the money has been expended (teachers' salaries, equipment, etc.). should be paid for that student.

Therefore, the school

This would be a fair and equitable way

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222

to pay for the enrollment.

The number of students actually enrolled on

November 1, "would be a fair way to judge enrollment. Provisions for transportation should be made that would allow junior college students to ride in school buses on a basis similar to that for high school students. Each junior college district should include as large an area as will permit the transportation of junior college students fhom home to school in the morning and return in the afternoon. Provisions should be made to provide transportation facilities for every junior college in the state.

These provisions should apply to

the established and state-maintained junior colleges as well as all jun­ ior colleges that will be established under "the new criteria. The State Department of Education, the State Board of Education, and the Oklahoma State Regents for Higher Education should render every assistance in planning the junior college areas within the state, but the initiative and the final development of the plans should be left to the local group. Teachers and administrators in the secondary field should defi­ nitely be trained by teacher training institutions and in-service train­ ing programs to understand the philosophy of the junior college. Provisions should also be made by the state legislature to allow the counties that do not have a junior college to pay for the tui­ tion and transportation of their students to a district that maintains such a college.

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CHAPTER X

f

A PROPOSED PLAN FOR THE ESTABLISHMENT OF JUNIOR COLLEGES

IN OKLAHOMA

’

The State of Oklahoma aids students who are enrolled in the elementary schools, in the junior high schools, in the high schools, in the state supported junior colleges and in the state-supported senior colleges.

In fact, it seems that all students are helped except the

ones who are enrolled in the municipal junior colleges in Oklahoma. These students are required to pay tuition in order to attend a college at all near their home.

It is time for Oklahoma to commit itself to the

support of education extending two years beyond the traditional high j

school in order to take care of this need. '

I r

These youth also have a right

to two additional years of public education at public expense. The worth to the individual and to the state has never been

j

seriously questioned by the people of our state or nation.

|

recognized that education is a basis of national progress and a form of national wealth.

We have long

It is the obligation of the educational leaders in

Oklahoma to foster and promote legislation in planning for this educa­ tional extension to serve the youth of Oklahoma. It is now generally known that the age structure of the popu­ lation of the United States has been undergoing a change with a gradual

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;

22b

increase in the proportion of adults to youth. '

Between 1900 and 19li0

the median age of the population had risen from 23 years to 29 years. The percentage of children under five years of age in the population

ji

|

declined in the same period from 12.1 per cent to 8 per cent.

jj

the youth population, or the population under 20 years of age, was 3U.ii

*

5 b f f

per cent of the total population in the United States.

1

Local offices of the United States Employment Service report a decline in the employment calls for youth labor.

\

In 19U0

The war served to

intensify the mechanism of our occupations in all areas of our activi­ ties, in agriculture, in business, in industry, and even in domestic life.

It served to intensify our awareness not only of mechanical power

but of the need for developing in youth a broad realization of the com­ plexities of machines and science. Mechanization does not reduce but increases the demand for }

highly skilled techniques and labor to design, produce, maintain, operate,

ij

and improve its machines.

Implications for education are clear.

Tech-

I i

nology has made youth labor in industry unnecessary and unprofitable. It \

has increased the need for more highly trained and more responsible adults

|

in all the productive activities of life.

j

will have much of a place in the labor market before they are 20 years

j

of age.

It is not likely that youth

In addition, it is likely that when the labor market is open to

'i

them, they will have to meet demands for higher skill and broader underj

standing of the requirements of business in industrial effectiveness.

^George D. Strayer, Public Education in Washington. A Report of a Survey of Public Education in the State of Washington, (September £, 19U6), p. 306.

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225

To meet this challenge is one of the reasons why it is necessary that our present-day youth should have at least two more years of education beyond the high school. In addition, we need to increase the competence of our youth and our adults for wider and wiser participation in the common activities of American life.

Problems of government, local, state, national, and

international} problems of sociology; problems of communication; problems of world relationships all call for the highest level of participation for an adequate solution. T.7e certainly need a highly intelligent group of citizens today in order to meet our labor-management problems, those of racial, and other minority group relationships, and other present-day pressing problems. be have a definite responsibility to educate our democratic citizenship to the fullest possible measure of their capabilities in order to meet these serious problems.

These problems must be defined in

terms of the youth’s abilities, interests, attitudes, adjustments, per­ sonality characteristics, and their general satisfactions.

Socio-economic

factors demand, and the time has arrived, that we must serve the educa­ tional needs of this age group.

This is entirely in keeping with our

American goal of equal opportunity and national progress. The program in Oklahoma should be planned with the following objectives in mind: 1.

That it is available in so far as it is reasonably possi­ ble to all the youth of the State within daily travel dis­ tance of their homes.

2.

That it is offered to youth tuition free, or nearly so.

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226

3. That it is offered by competent instructors in suitable buildings with enough equipment and supplies to do a creditable job. U.

That these facilities be made available for adults in the area as well as for youth.

5.

That all necessary legislation be enacted making such a program possible.

RecoEznendations I.

A Legislative Investigation of Needs

In order that a philosophy of junior college education be known and understood, it is recommended that a sympathetic legislative committee be appointed by the State Legislature of Oklahoma to make a thorough study of junior college needs in Oklahoma and to recommend appropriate legislative action to serve these needs.

It is further

recommended that any and all modifications or changes be made in legis­ lative enactments in order to provide for the formation, operation, and maintenance of needed public junior colleges. II.

A State Plan of Junior Colleges

No change is recommended in the status of any existing state maintained junior college.

Each of the present junior colleges is sup­

plying a definite need in a given area at a reasonable cost and is already well established.

It is recommended that the state approve the operation

of junior colleges in the following cities:

Oklahoma City, Tulsa, Musko­

gee, Seminole, Okmulgee, Poteau, Bartlesville, El Reno, and Altus.

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227

‘

It has been determined that these comuni ties meet the minimum criteria

I

for the establishment of public junior colleges as given in the preced­ ing chapter.

’ I f ; !■ ji w I

Other communities such as McAlester, Ardmore, Pauls Valley, Duncan and any others that show that they have qualified for public junior colleges according to the criteria would be eligible to establish a junior college and receive state support.

: r:

In other instances such as Woodward, or Altus, or Iaabel, it is recommended that the students would perhaps be better served if two or more counties join together to form a basic tax unit structure deriv­ ing half of their junior college support from local taxation, the other half to be supplied through the State of Oklahoma. III. Control of the Junior College All supervision of the public junior college shall be vested in the State Board of Education.

The responsibility for the immediate

government of the local public junior college will be in the board of education in each of the respective communities.

In case the junior col-

7

1

lege is county-wide or has two or more counties from which to draw its

•;

tax support, then it will be necessary that a special board of education

I

be elected dealing exclusively with the junior college, grades 13 and lit. IV.

Organization

The organization may be determined by the local board of edu­ cation.

In some communities the 6-U-ii plan might be utilized while in

others the 6-3-3-2 plan might work better.

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228

7.

Standards for Establishing Public Junior Colleges in Oklahoma

It is recommended that the State Board of Education be guided by the following minimum standards before authorizing the establishment of grades 13 and Hi, or before authorizing the establishment of new pub­ lic junior colleges: 1.

There must be facilities and a certificated staff adequate to maintain an approved program of education for the fol­ lowing major objectives for its students:

increased

social and civic competence? occupational competence upon completion of a selected occupational curriculum or aca­ demic competence in pre-professional and other pre-senior college studies? fuller personality development including health development. No junior college should be approved that does not offer a minimum of 2h hours in terminal occupational fields. 2.

There must be an average of 2£0 high school graduates a year in the immediate college area.

3*

The minimum county population must be at least 1 9 ,0 0 0 .

It.

In general the junior college should be established only where there is no other institution of collegiate grade that is serving the existing educational needs of the communities of the area.

5.

Twelve hundred students must be enrolled in the four-year high schools of the college area.

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229

6.

Any proposed college oust be approved by the State Board of Education.

7.

There must be a minimum of 150 full-time students enrolled in the college.

VI.

Certification of a Professional Staff

It is recoimended that the certification standards at the present time for the employment of the professional staff in a senior high school be required temporarily for the program including the grades 13 and 11*. It is recommended that the minimum be a Master’s degree with sufficient hours of credit in the subject matter of the teaching field. It is recommended also that the junior college dean directing a public junior college have at least a full year’s work beyond the Master's degree, primarily in the field of Education and including work taken within the last five years.

It is further recommended that the admini­

strative head have college credit in the junior college philosophy of education as well as such subjects as philosophy of education, guidance, adolescent psychology, tests and measurements, and other similar profes­ sional studies.

VII. Finance The junior college is to be financed, as far as operation and maintenance is concerned, on a fifty-fifty basis with a local tax unit supplying half the cost and the State of Oklahoma supplying the other half.

The local board of education will be responsible for the outlay

of buildings, equipment, and the physical plant.

It is recommended that

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230

a high standard of excellence be utilized in maintaining and operating the work at these public junior colleges.

Salaries comparable with those

of other first-class junior colleges should be paid to the instructors and to the dean. ■ .

Known costs as established by the state-maintained jun-

ior colleges, public junior colleges belonging to the North Central Associ­ ation, and the Southern Association should be utilized in arriving at an

•

approximate per capita cost for the public junior college students.

It

is recommended that the figure of $300 be utilized as a beginning basis for these public junior colleges in Oklahoma with $150 of that coining from the state and $1$Q coming from local taxation. In the computation of apportionment of funds for junior col­ lege support from the state school funds, it is recommended that the num­ ber of full time students would be determined by dividing the total hours carried by all students of the school on November 1 by 15 for the first semester, and the same procedure would be used during the second semester using the date February 1. Members of the armed forces and G. I. students would not be included in this count, and the state would not pay for students enrolled under the G. I. Bill.

VIII.

Fees

The philosophy of free public education should apply to the students enrolled in these public junior colleges.

It is recommended

to begin with that the students in the public junior college pay the same tuition ($Zh a semester) which all students attending a state junior col­ lege now pay.

It is further recommended that the total of all other fees

of any kind that could be collected at a public junior college would not

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231

not exceed $10 a semester.

This money would be utilized for the purchase

of student activity tickets, for student cultural development, emergency medical attention, for the college newspaper, and other similar activi­ ties.

It is recommended that the fees in excess of $10 be reduced to

that amount as soon as possible. IX.

Transportation

The State Board of Education will establish attendance and transportation areas, accommodating the youth in the area as much as possible, similar to the transportation of high school students at the present time. X.

Legislation

It will be necessary for the legislature to authorize the legal transfer of students from surrounding areas to schools offering grades 13 and li; with the provision for the payment of transfer fees to the receiving district.

It also will probably be necessary to authorize

the collection of tuition by the district receiving these out-of-the-area students.

Legislation probably will need to be enacted making it possible

to include larger local tax units as the basis of support where two or more high school districts or entire counties desire to work together in developing and maintaining a public junior college.

XI.

Standards for Accreditation

It is recommended that the public junior colleges of Oklahoma secure accreditation standards as set up by the North Central Association and do everything within their reasonable power to meet these standards.

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232

It is further recommended that the public junior colleges seek to be officially accredited by the North Central Association after they have had time to get the program under way and to develop the philosophy for the college, and have improved their library, teaching staff, and physi­ cal plant to the extent that they should be developed.

This would mean

the college would have a high grade of guidance and counseling on the campus, that all records would be correctly kept, and that the standards of the North Central Association would be used as a model and as a guide in developing the program.

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CHAPTER X I

CONCLUSION

It is a commonplace of the democratic faith that education is indispensable to the maintenance and growth of freedom of thought, faith, enterprise, and association.

Thus the social role of education

in a democratic society is at once to insure equal liberty and equal opportunity to differing individuals and groups, and to enable the citi­ zens to understand, appraise, and redirect forces, men, and events as these tend to strengthen or to weaken their liberties. In performing this role, education will necessarily vary its means and methods to fit its constituency, but it will achieve its ends more successfully if its programs and policies grow out of and are rele­ vant to the characteristics and needs of contemporary society.

Effective

democratic education will deal directly with current problems.^ Vie want our democratic education to be effective and certainly one of our current problems is what to do with our youth who have just completed high school.

Many of them desire full-time employment, many of

them marry after graduation, or even while in high school, which makes it necessary that they become economically independent.

Tet they are seldom

^Higher Education for American Democracy. Vol. I, "Establish­ ing the Goals," A Report of the President’s Commission on Higher Educa­ tion, ( Washington, D. G.r December, 19h7), p. 5. 233 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

23U trained to do a definite job, and more and more the job opportunities ■will be fewer and fewer for this age group. Need For Two Additional Years -“ it would be national folly to allow hundreds of thousands, or perhaps millions, of our young people to drift aimlessly, to fall into idle ways, or to become potential followers or leaders of subversive elements within our land. Our only solution is to keep our youth in school for an addi­ tional training period and to do what we can to fit them in two short years for occupational competence, social and civic competence, or pre­ professional competence, or in general to serve their day, age, and generation in a great dynamic democratic society. Just as the high schools of America have grown from 700,000 students, or 11 per cent of those whose ages are lit to 17, in 1900 to some 7,000,000 students or 73 per cent in 19^0, so our junior colleges have grown from 7h institutions in 1919 serving 2,363 students to 692 junior colleges in 19l;8 enrolling some 1U;6,73b students.

The next 29 years will

in all probability see a thousand junior colleges, located in every state of the Union, enrolling a million full-time day students, and then serv­ ing another million and a half adults living in their respective areas. As Thomas J. Watson said, "There is no saturation point in education." The development and growth of the junior college will come just as surely as spring and summer, fall and winter.

Some of the col­

leges will have birth and growing pains just as spring or fall are often ushered in by an equinoctial storm.

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235

This feeling is shared by President Wilbur of Stanford Univer­ sity who said, "We can look upon the junior college movement which is now i'

spreading throughout the United States as the most significant occurrence ■

i:

in American Education in the present century."

;

Certainly leaders of thought in Oklahoma interested in solving

r

our educational problems need to work together in caring for the needs of

;

our high school graduates and that ever enlarging

;

Surely the State of Oklahoma which has met and solved its myriad problems

group known as adults.

will see the need of its youth and will provide two additional years of training so as to remove economic barriers to educational opportunity and discover and develop individual talent at low cost, but of high value to the state.

The junior college will, in addition, serve the entire com­

munity as an active center of adult education,and adult education is democracy in action. 'ffhat Other States Are Doing California is known and praised throughout the nation for its /

splendid junior college system.

Texas is a close second with a growing,

expanding junior college programj Mississippi has a well established sysj {

tern for the state-wide location and support of junior colleges.

Maryland

has completed a survey for the establishment of a state-wide system; Illi­ nois has likewise done so, and Pennsylvania is now in the process of mak­ ing a survey of post-high school education.

New York has made a -study of

the problem and has authorized the construction of a state-wide system of junior colleges.

Studies are under way in Minnesota, and a legislative

committee has the question of.higher education under consideration in Wisconsin. i

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236

During the past few years junior colleges have been the sub­ ject for a state study in Michigan.

State aid was given junior colleges

in Michigan for the first time last year.

The State of "Washington is in

the process of making provisions for a state-wide coverage of junior colleges. The next step is up to Oklahoma.

We have a firm belief that

Oklahoma’s approval will be given for a study of the needs of her youth.

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BIBLIOGRAPHY

Books

Griffith, Coleman 3. The Junior College in Illinois. Hrbana, Illinois: University of Illinois Press, 3-9l*J>. Griffith, Coleman B., and Blackstone, Hortense. The Junior College in Illinois. Urbana, Illinois: University of Illinois Press, 19b5. Koos, L. V. The Junior College. Vol. I. versity of Minnesota Press, 1921*.

Minneapolis, Minnesota:

Seashore, Carl E. The Junior College Movement. New York: and Company, 19b0.

Uni­

Henry Holt

Sproul, Robert Gordon. 3efore and After the Junior College. Los Angeles: The College Press, 1936Thomas, Frank ¥;. The Junior College. "The Functions of the Junior Col­ lege." Edited by TS. M. Proctor. Palo Alto: Stanford University Press, 1927. Public Documents ) Balyeat, F. A. Junior Colleges in Oklahoma. Vol. XXVI, No. 1. Spring, 19b8.

Chronicles of Oklahoma.

| Code of Iowa, 1939* Section 1*217. _______ , 1939* Section 1*267.1 as amended by C. 160. General Assembly, 19l*l. Kansas School Law. ,

Laws of Illinois.

Acts of the

1939, 19U1 Supplement. 1931, 1st Spec. Sess., p. 128.

_______ . 1937. _______ . 191:3. 237

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

238 Oklahoma State Regents for Higher Education. A System of Higher Educa­ tion for Oklahoma. Oklahoma City, 1942. State Department of Education. 1941. School Code of California.

Public Laws of Texas.

Austin, Texas,

Sec. 2670 as amended in 1931.

________ ,

Sec. 2673 as amended in 1931.

________ ,

Sec. 2675 as amended in 1931.

________ ,

Sec. 3811 as amended in 1937.

________ ,

Sec. 2675 as amended in 1931 and 1933.

State of California School Code, 1942. Sacramento, California.

Supervisor of Documents.

Statutes of California, 1907. ________ , 1927. ________ , 1931. ________ , 1937. The State Education Department, University of the State of Hew York. Regents Plan for Postwar Education in the State of Hew York. Albany, 1944. U. S. Census Report, 1940. School Graduates.

Population. High School B 3.r0lln.ent and High State Department of Education.

Reports and Bulletins Annual Reports for the Years Concerned of the Division of Research and Statistics. Colleges.

Data drawn from Statistics of California Junior

California State Department of Education.

Biennial Reports of the State Department of Education, 1948. City.

Oklahoma

Biennial Survey of Education in the United States. Adapted from "Statis­ tics of Higher Education." Office of Education. Bulletin. "Washington, D. C., 1940. Bogue, Jesse P. American Junior Colleges. ington, D. C., 1948.

Council on Education, Wash­

Reproduced with permission o f the copyright owner. Further reproduction prohibited without permission.

239 Broom, E. M. Public Junior Colleges. State of Mississippi, Bulletin Ho. 58, Department of Education. Jackson, Mississippi, 1929. Brothers, B. Q. rtA Plan for State Support for Public Junior Colleges." Ninth Annual Meeting of American Association of Junior Colleges, Proceedings, 1928. Brumbaugh, John Oliver, and A. J. "An Analysis of Financial Data of Higher Institutions of the Association for the Fiscal Year 1939-40." Horth Central Quarterly, 1942. Campbell, D. S. "A Critical Study of the Stated Purposes of the Junior College." George Peabody Colleges Contributions to Education Ho. 70. 1930. Clark, H. F. Junior College Costs. School of Education of Indiana Uni­ versity, Bulletin 4 . September, 1927. Cockrell, E. B. Under What Circumstances Should a Junior College be Established1? American Association of Junior Colleges. Proceed­ ings, 1928. College Student Mortality. Office of Education Bulletin Ho. 11. Government Printing Office. Washington, D. C., 1937. Eckert, Ruth E., "The Junior College in Minnesota." versity of Minnesota, 1947. Eells, W. C.

U. S.

Report Ho. 7 .

Uni­

The Tax Supported Junior College During the Hext Decade.

Department of Secondary School Principals of the National Educa­ tion Association. Bulletin 45. March, 1933. Bells, W. C. American Junior Colleges. American Council on Education. Washington, D. C., 1940. Eells, W. C. Present Status of Junior Colleges* Terminal Education. American Association of Junior Colleges. Washington, D. C., 1941. Green, R. E. "Where to Locate a Junior College." Magazine, 49. (December, 1929).

School Executives

Higher Education for American Democracy. "Establishing the Goals," Vols. I and II. A Report of the President's Commission on Higher Education. Washington, D. C.: U. S. Government Printing Office, 1947. Higher Education for American Democracy. "Organizing Higher Education," Vol. III. A Report of the President’s Commission on Higher Education. Washington, D. C.: U. S. Government Printing Office, 1947.

with permission of the copyright owner. Further reproduction prohibited without permission.

240 Hilton, W. A., and Carpenter, W. W. "Stated Purposes of Junior Colleges," Journal of Higher Education, XIV, (February, 1943). Holy, T. C. Criteria for Establishment of Public Junior Colleges. Department of Secondary School Principals of the National Educa­ tion Association, Bulletin Ho. 25, 13th Yearbook (March, 1929). Ingalls, Roscoe C. Report of Committee on Vocational Education in the Junior College. American Association of Junior Colleges Annual Convention. 1947. Joyal, A. E. "Factors Relating to the Establishment and Maintenance of Junior Colleges with Special Reference to California," Publica­ tions in Education 6. University of California, 1932. Koos, L. V. The Junior College. Research Publications of the University of Minnesota, Education Series Eo. 5 (1924). Leonard, R. J. "Suggestions for the Place and Functions of a Junior Col­ lege in a System of Schools." 8th Yearbook, Rational Association of Secondary School Principals, 1924. Mason, Edward F. "Iowa Lowers Population Requirements," Junior College Journal, November, 1941. OBrien, F. P. "Conditions Ihich Justify Establishing a Junior College," School Review, 36, February, 1938. OBrien, F. P. Report of a Survey in Atchison Dealing With the Establish­ ment of a Junior College. Kansas Studies in Education, I. University of Kansas, Lawrence, Kansas (October, 1923). Reaves, R. L. "Financial Aspects of Junior College Training," School and Society, (September 19, 1942). Ricciardi, N., Kibby, I., Proctor, W. H., and Eells, W. C. The Junior College Survey of Siskiyou County, Yreka, California, 1929. Statement of Dr. C. C. Colvert. Junior College Specialist, Department of Education, University of Texas. Austin, Texas. Strayer, George D. A Report of a Survey of the Reeds of California in Higher Education. March, 1948. ________ * Public Education in Washington. A Report of a Survey of Pub­ lic Education in the State of Washington. September 5, 1946. Twenty-first Biennial Report. State Superintendent of Public Instruction. State Department of Education, Oklahoma City, Oklahoma.

UNIVERSITY o f n ifi a u n ii. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

241 Vocational-Technical Training; for Industrial Occupations* Vocational Division Bulletin No. 228. U. S. Office of Education. Washington, D. C.s U. S. Government Printing Office, 1944. Whitney, P. L. The Junior College in America. College, 1923.

Colorado State Teachers’

Woods, B. H. "Economic Analysis of an Effective Junior College," California Quarterly of Secondary Education, 4 (October, 1938). Zook, G. F. Model Junior College Legislation. American Association of Junior Colleges, Proceedings. (1929).

Unpublished Material Allen, John Stuart. "Criteria for the Establishment of Public Junior Colleges," Unpublished Fh.D. dissertation, New York University, Hew York, 1936. Gattis, W. E. "Certain Conditions Which Justify the Establishment of Public Junior Colleges." Unpublished Master’s thesis, Peabody College. Summitt, William K. "The Location of Public Junior Colleges in Missouri." Unpublished Ph.D. dissertation, University of Missouri. Questionnaire. "Surveying Junior Colleges in Oklahoma." (spring, 1948). By Bruce G. Carter.

College Catalogues Bacone College Annual Catalogue, 1948-49. Eastern Oklahoma A. & M. College Catalogue, 1947-48. Murray State School of Agriculture Bulletin, 1947-48. Muskogee Junior College Catalogue, 1947-48. Northern Oklahoma Junior College Catalogue, 1945-46.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.