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Ml 48106 18 BEDFORD ROW. LONDON WCl R 4EJ. ENGLAND 7 9 1 1 1 5 9 MOON, MARY CARLETTA FREDERICK DOUGLASS MOONS A STUDY OF BLACK EDUCATION IN OKLAHOMA. THE UNIVERSITY OF OKLAHOMA, E D . D . , 1 9 7 8 U n iv eisi^ , A/liadnlms InCemational 300 n.zeebroao.ann arbor, mi «sioe © 1979 MARY CA RLETTA MOON ALL RIGHTS RESERVED UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE FREDERICK DOUGLASS MOON: A STUDY OF BLACK EDUCATION IN OKLAHOMA A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY In partial fulfillment of the requirement for the degree of DOCTOR OF EDUCATION BY MARY C. MOON Norman, Oklahoma 1978 FREDRICK DOUGLASS MOON: A STUDY OF BLACK EDUCATION IN OKLAHOMA >PROVED BY 2 DISSERTATION COMMITTEE To my children Ronald Carleton Moon and Mary Carletta Moon Abernathy, that they may know. ACKNOWLEDGMENTS First of all, the writer is indebted to Leeoshia Harris Moon whose graciosity permitted access to the files of F. D. Moon. The utilization of these documents were guided through the use of the Black Dispatch established by the late Roscoe Dunjee. His ingen­ ious and critical reportings of the eras involved served as guid­ ance for the theses. The writer records her thanks to historians Arthur L. Toison, Kaye M. Teall, Ollie Everett Hatcher, Gene Aldrich, Evelyn Richard Strong and Nathaniel Jason Washington whose writings provoked a source of stimulus. Appreciation is extended those who kindly allowed the writer interviews: Lola Alexander, Maurice Benefee, Dorothy Burnett, Lincoln Chester, Mr. William Glover, Mrs. William Glover, Ruby H all, Elnora K. Lee, Edward C. Moon, J r . , Ruth Moon and Irene Moon. Deep g ra titu d e is extended Dr. Lloyd Musselman and stu d en ts, Oklahoma City U niversity who placed oral accounts of Mrs. A. D. Mathews, Neil Pierce, Moses F. M iller, and C. B. McCray at the disposal of the writer; to the Living Legend Library, Oklahoma C hristian College; Oklahoma H isto rical Society, e sp e c ia lly to the newspaper department; and Oklahoma S tate Library. I am deeply and personally grateful to my Dissertation Committee for their assistance in making the study possible. More directly my gratitude is extended to Dr. George Henderson, Chairman of the Committee, whose advice was invaluable and criticisms were of great value; to my mother and husband, Vivian Olden and Edward C. Moon, J r . , respectively, for their immeasurable source of help and encourage­ ment. Finally, for reminiscences the writer is indebted to Janis Mitchell, Raymond Mitchell, Nedella Foster, Lessie LeSure, and Worth Hadley; to Grace Kelly, who not only typed the theses but patiently worked with the writer through corrections; and to Margarett Kelly, who assisted in improvement of the theses with co rrections and suggestions. TABLE OF CONTENTS Chapter 1. INTRODUCTION ................................................................................. 1 Review of Related Literature .................................. 3 Assumptions ........................................................................ 21 Statement of the Problem ........................................... 22 Methodology ........................................................................ 22 Limitations ............................................... ......................... 23 II. GROWING UP IN OKLAHOMA The Moon Family ................................................................ 26 The Early Social Order ............................................... 34 The Early Childhood of F. D. Moon ......................... 39 III. F. D. MOON'S COMMON SCHOOL EDUCATION Chester School ................................................................ 44 The Colored Agricultural and Normal U niversity Langston, Oklahoma ......................... 50 IV. DOUGLASS SCHOOL IN CRESCENT, OKLAHOMA 1921-31 The Community o f Crescent ........................................... 70 The School System ........................................................ 71 Crescent School Activities and Projects . 74 Need fo r New Building ............................................... 85 The New Douglass ........................................................... 88 V. DOUGLASS HIGH SCHOOL WEWOKA, OKLAHOMA 1931-40 The Community .................................................................... 94 The School Curriculum and A ctivities .... 95 Accredidation. The Four Year Plan and Centralization ................................................... 102 VI. DOUGLASS HIGH SCHOOL IN OKLAHOMA CITY, OKLAHOMA 1940-1942 The Community .................................................................... 112 The School System ........................................................ 114 Establishing the School Norms .............................. 116 v VI Chapter Organization of Girl Scout Troops .......................... 130 The Second School Year ............................................... 131 V II. DOUGLASS HIGH SCHOOL IN OKLAHOMA CITY, OKLAHOMA 1942-1945 Principal Moon Speaks ............................. 145 Student Forums ................................................................ 152 The 1943-44 School Year ............................................... 154 School Curriculum and Activities .......................... 154 Boy S c o u t s ............................. 156 State Question 314 and 316: Financial Relief for Douglass and other Separate Schools . 157 V III. DOUGLASS HIGH SCHOOL IN OKLAHOMA CITY, OKLAHOMA 1945-1950 Distributive Education ............................................... 169 The Dunbar Revolt ............................................................ 171 The $700,000 Bond Issue (1945-46) .......................... 174 O rganization ..................................................................... 174 Curriculum, Activities, and the $120,000 Swimming P o o l................................................................ 181 The Confusing Parley .................................................... 185 The $35,000 Bond Issue ............................................... 190 A Decade o f Service ........................................................ 195 IX. DOUGLASS HIGH IN OKLAHOMA CITY, OKLAHOMA 1950-1951 Curriculum and A ctivities ........................................... 199 Vocational Courses ........................................................ 200 The Continued Need and Considerations .................. 203 The $1,500,000 Bond Conflict ................................... 208 The $900,000 Bond Question ....................................... 217 X. DOUGLASS HIGH SCHOOL IN OKLAHOMA CITY, OKLAHOMA 1951-1952 The Aftermath of the $900,000 Bond Issue . 225 The Community Land Swap ............................................... 226 The Controversal Promise ........................................... 227 S ellin g of the Bonds .................................................... 237 Request for Delay............................................................ 240 XI. DOUGLASS HIGH SCHOOL IN OKLAHOMA CITY, OKLAHOMA 1953-1954 Curriculum, Activities and Concerns ...................... 255 $900,000 Bond Issue (1953) ....................................... 260 v n Chapter Renaming Douglass Junior Senior High S c h o o l..................................................................... 274 The F irst Baccalaurate and Commencement Exercise in the New Douglass High School . 282 X II. DOUGLASS HIGH SCHOOL IN OKLAHOMA CITY, OKLAHOMA 1954-1955 Between Two Supreme Court Mandates ...................... 285 The New Douglass High School P lant ...................... 288 The First Assembly............................................................ 295 Curriculum and A ctivities ..........................................
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