JUNE 1925
THE UNITED AMERICAN
Page Twelve
Stamping Out Illiteracy Through Adult Education in Oklahoma
By VICTORIA LYLES, Supervisor Adult Schools, State Department of Education, Oklahoma City, Oklahoma
(Special for The United American)
Object: Adult Education through Moonlight Schools, Op
portunity Schools, Night Schools, Adult Schools to teach
the 56,864 people over ten years of age, reported by the
1920 Federal Census to live in Oklahoma and not able to
read or write.
'T' HIS IS the problem with which the Oklahoma
1 Illiteracy Commission has been wrestling since it
dawned on the citizenry of this great state that its
neglected children of a recent past when public educa
tion was less of an issue of common concern than it is
today, should be given a chance to acquire a primary
education and sufficient intelligence to assume a re
sponsible position as citizens of this commonwealth
and of our nation.
The objective can be attained, if the citizens of
this great state answer wholeheartedly to the call of
duty. If the adult education program receives con
tinued public support the census report of 1930 will
show little illiteracy in this state and the star that
represents this commonwealth in the field of blue in
our national emblem will shine with brighter light in
silent testimony of a higher standard of citizenship in
Oklahoma.
This past year, with no salary, our teachers en
rolled and taught four thousand five hundred adults.
For this coming year, the American Legion has pledged
itself to finance two hundred and fifty six-weeks
sessions.
The Parent-Teachers-Associations have
pledged themselves for seventy-seven schools. State
Superintendent M. A. Nash is writing boards that are
financially able to include money for night school in
their regular budget. We hope to have ten thousand
enrolled during the coming school year.
The importance of extending this educational work
in Oklahoma will be presented in all of the states’ eight
summer teachers’ training schools.
At a meeting of the Oklahoma Adult Education
Commission on May sixteenth at Oklahoma City the
work was reviewed and the plans for the school year
of 1925 - 26 were given special attention.
The Commission reviewed certain phases of the
work and decided among other things to ask certain
men of wealth in Oklahoma to adopt the adult schools
of a whole county, several districts, or in some cases
perhaps a single school district, financing such schools
and accepting reports from them.
The Commission suggested that the State Depart
ment of Education ask School Boards, financially able,
to include $36 for adult schooling in the regular school
budget.
The name of the Oklahoma Illiteracy Commission
has been changed and this body will in the future be
known as the “Oklahoma Adult Education Commis
sion.”
The unanimous decision made by the commission at
its May meeting, pledging every member personally to
teach no less than one illiterate at as early a date as
possible and thereby help to redeem at least one illiter
ate person to a literacy enabling such person to pass
the test, is an apt illustration of the public concern in
adult education that is sweeping over the state of
Oklahoma. It is thought that this action by the
members of the Commission will have an effect upon
the citizenry at large to cause many to follow the ex
ample set by the members of the Commission.
A higher standard in citizenship will be brought
about in Oklahoma, as elsewhere, in proportion to the
progress that can be made in destroying illiteracy
through adult education.
TEN POINTS OF PROGRESS IN NEW YORK
STATE PROGRAM, 1915-1925
(Continued from Page Eleven)
field. The recognition of these has been a part of
the work.
Pageants in Buffalo, Rochester, Syracuse, Albany,
culminating in that great festival of “America’s Mak
ing” in New York City in 1922 have borne their part
in translating the program.
IMMIGRANT EDUCATION—AN INTEGRAL PART
OF THE NEW YORK STATE PUBLIC SCHOOL SYSTEM
The last and great “high spot” in New York state
is one that eludes a “write up.” It is that attitude of
the public school authorities and the general public
which recognizes Immigrant Education as an integral
part of the Public School program.
Governors and legislators have never failed the
Education Department, in helping it to render the best
possible service to the foreign-born.
Such expressions as the following, show “there’s a
reason” why the state has a place in achievement in
Adult Education.
WHAT GOVERNOR ALFRED SMITH
OF NEW YORK SAYS OF ADULT EDUCATION
I have continually advocated the extension
of part-time, evening, Americanization and vo
cational classes. In my judgement, nothing is
more indicative of the stable and sterling
character of our citizenship than their interest
in the improvement of those of mature years
who because of circumstances over which they
had no control were deprived of early oppor
tunity for education.
(From annual message to Legislature, January, 1925.)
LIFE’S SUCCESS
If I can live to make some pale face brighter, and to give
A second luster to some tear-dimmed eye,
Or e’en impart one throb of comfort to an aching heart,
Or cheer some wayworn soul in passing by;
If I can lend a strong hand to the fallen, or defend
The right against a single envious strain,
My life, though bare perhaps of much that seemeth dear and
fair
To us of earth, will not have been in vain.
If you want your child to be a success, place responsibility I
on him. It will increase his confidence in himself. It will
give him self assurance, ability, and leadership. Designate
some special task for your child today if you ever hope him
to become a leader in later life.
— A. I. U. Magazine. I