USA > Oklahoma > A history of Oklahoma > Part 8
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Cruce, Governor Lee, 111.
Curtis Act, The, 100, 101.
Curtis, Gen. R. S., 53.
Custer, Gen. George A., 71.
Dawes Commission, 96, 101. Dawes, Henry L., 96. Delaware Indians, 54. Dogs, 5. Dress, Indian, 10.
Emory, Col. William HI., 50.
Federal Courts, 83, 99. Federal Invasion, 53, 54. Federal Wagon Train Captured, 59. Ferguson, Governor Thompson B., 104, 106. First Indian Reservation, 27. First Legislature, 94, 9.5. First Railways, 73. Flood of 1844, The, 39.
119
INDEX
Flynn, Dennis T., 96, 97, 99, 101, 102. Frantz, Governor Frank, 106, 107.
Free Homes Bill, 102.
Freed Slaves, 67.
French Explorers in Oklahoma, 16.
Fur Trade, The, 16, 26, 34.
Furnas, Col. Robert W., 53.
Fort Arbuckle, 47. Fort Cobb, 47, 54.
Fort Coffee, 34.
Fort Davis, 54. Fort Gibson, 24, 25, 31, 54, 57, 58.
Fort McCulloch, 53, 58.
Fort Sill, 71.
Fort Smith, 24, 58, 62.
Fort Towson, 24, 58, 61.
Fort Washita, 47, 58, 59. Fort Wayne, 34, 54.
Gano, Gen. R. M., 60. "G. H. Williams" (Steamer) Cap- tured, 59. Grant, .Gen. U. S., 72.
Greer County, 97. Gore, Senator Thomas P., 110, 111.
Harrison, President Benjamin, 87, 93, 95, 97. llarvey, David A., 95.
Haskell, Governor Charles N., 107, 110. Home Guard, The Indian, 53. Honey Springs, Battle of, 57. Horses Secured by the Indian, 6.
Indian Brigade, The, 53. Indian Lands Opened to Settle- ment, 97, 98, 99, 103. Indian Policy, The French, 17. Indian Territory, 31, 43, 49, 51, 53, 55, 61, 69. Trying's Visit, Washington, 31. Isparhechar, S3.
Jenkins, Governor William M., 103, 104. Johnston, Lieut. Col. Joseph E., 43.
Kecchi Indians, 47. Kickapoo Indians, 54. Kicking Bird. 77. Kidd, Meredith H., 96. Kiowa Indians, 1, 15, 70, 71, 71, 77. Kirby Smith, Gen. Edmund, Gl.
Languages, Indian, 11. Leavenworth Expedition, 31. Leavenworth, Gen. Henry, 31. Life Among the Civilized Tribes, 46. Little Arkansas, Peace Council on the, 70.
Lodges, 4, 5. Long, Maj. Stephen II., 23.
Louisiana Province, IS. Louisiana Purchase, 19, 21.
Marcy, Capt. Randolph B., 43. Matthews, Frank, 105.
Matthews, James L., 95.
Matthews, Lieut. Col. Asa C., 61.
McCoy, Joseph G., 95.
McCulloch, Gen. Benjamin, 50.
McGuire, Bird S., 105.
McIntosh, Col. James, 52. MeKennon, Archibald S., 96.
McKinley, President William, 99, 103. Medicine Lodge River, .Peace Council on the, 70.
Migration of Indian Tribes, 26, 33 47, 69,81. Military Posts, 24, 31, 47, 70.
Missionaries, 34. Murray, William H., 106, 107.
Maxey, Gen. Samuel B., 55, 60.
Napoleon Bonaparte, 19. Neff. Robert A., 102. Nez Perce Indians, S1. No-Mans-Land, 40, 85. Northern Boundary, 43.
Northern Cheyenne Indians, S1.
Okmulgee Constitution, 73. Oil and Gas, 103. Opening Day Proclaimed, ST. Opening of Oklahoma Authorized by Congress, ST. Opothlevohola, 51, 52. Organic Aet. 93. · Osage Indians, 3. Outlaws. 63. 75. Overland Cattle Trade, 69. Overland Trade and Travel, 39. Owen, Senator Robert L., 110, 112.
Pawnee Indians, 81. Pawnee Pique Indians, 21. Payne, Capt. David L., S2. Poneteka Comanches, 47, 71.
120
HISTORY OF OKLAHOMA
Perryville Expedition, 57. Peace Compact, An Indian, 60.
Peace Councils, 62, 67, 70, 74. Pea Ridge, Battle of, 52, 53. Phillips, Col. William A., 54, 57, 59. Pike, Gen. Albert, 50, 51, 53. Pike, Lieut. Zebulon M., 22.
Pitchlynn, Peter P., 61, 62. Poison Spring, Battle of, 59. Political Campaigns, 94, 95, 96, 97, 99, 101, 102, 106, 107, 110, 1]], 112.
Ponca Indians, 81.
Population in 1900, 101.
Porter, Pleasant, 83. Price, Gen. Sterling, 53. Prohibition, 107.
Quahada Comanches, 71, 75. Quaker Agents, 72.
.
Railway Construction, 73, 74, 85, 101.
Range Cattle Industry, 80.
Red River Expedition, Sparks, 21, 22. Religious Beliefs, Indian, 12. Renfrow, Governor William C., 96, 99.
Rivalry Between France and Spain, 18.
Roosevelt, President Theodore, 104, 106, 107. Ross, John, 54, 55. Ross, William P., 74. Rush for Claims, 87.
Santa Fe Trail, 29. Seay, Governor Abram J., 95, 96. Seminole Indians, 26, 30, 45, 56. Sequoyah, 35, 36.
Sequoyah Constitutional Conven- tion, 104.
Shawnee Indians, 47, 54. Sibley, George C., 23. Simpson, Lieut. J. H., 39. Slavery, Abolition of, 63. Slavery in Oklahoma, 33, 10. Spanish Explorers, 14, 16. Spanish War, Oklahoma Soldiers in the, 100.
Sparks, Capt. Richard, 21. Spiechee War, 83.
Stand Watie, Gen., 53, 55, 59, 60. Statehood Bill Passed, 106.
Statehood Question, 102.
Steamboat, The First, 30. Steele, Gen. Frederick, 59.
Steele, Gen. William, 55, 57, 58. Steele, Governor George W., 93, 94, 95. ' Stokes, Governor Montfort, 33.
Tatum, Lawrie, 72. Tecumseh, 24. Tepecs, 4, 5. Territorial Organization, 69, 81, 85, 86, 91, 93. Texas Cession, The, 40. Tonkawa Indians, 47, 54. Tour on the Prairies, A, 31. Trade Among the Indians, 40.
Trading Post, The First, 19. Trappers and Traders, French, 16. Travis, O. H., 96.
Unassigned Lands, S1. Union Mission, 25. Cte Indians, 3.
Van Dorn, Gen. Earl, 53. Viana, Capt. Francisco, 21.
Waco Indians, 47. Walker, Col. Tandy, 59. Ward, N. II., 96. Wars, Indian, 19, 25, 34, 45, 70, 71, 73, 75, 77, S1, S4.
-
Washington Irving, 31.
Weapons, Indian, 6. .
Western Cherokees, 30, 35.
Whirlwind, 76. Wichita-Caddo Reservation
Opened, 103. Wichita Indians, 3, 21, 33, 47, 51. Wier, Col. William, 53.
Wild Game Used as Food by the Indians, 3. Wilkinson, Lieut. James B., 22. Wisby, Joseph, 97.
GOVERNMENT
IN
OKLAHOMA
By
S. M. BARRETT, B. S., A. M. Professor of Education in the School of Education, University of Oklahoma,
And
Author of Barrett's Practical Pedagogy, Geronimo's Story of His Life, Mocco : An Indian Boy, Hoistah : An Indian Girl, Etc.
WARDEN COMPANY, OKLAHOMA CITY
1914
PREFACE
In preparing this text I have had in mind the needs of the pupils in the elementary schools of Oklahoma. Many of these children may not attend high school and should therefore receive some training in citizenship before com- pleting the elementary schools.
It is the purpose of this text to develop in the chil- dren of Oklahoma some appreciation of membership in the state, and to acquaint them with the rights and duties arising from such membership.
S. M. BARRETT,
Norman, Oklahoma.
A 4208
Morrill Hall, State Agricultural and Mechanical College, Stillwater
.
SUGGESTION TO TEACHERS
This book is intended for use in the grammar grades and is not, therefore, a complete treatise on civics. Pupils of these grades have neither the time nor the ability to learn all the intricacies of government. A comprehensive course in civics might be given in high school, but should not be offered to pupils in these grades.
In this work the author has treated somewhat fully of localized functions of government. Such functions of government as every citizen must know in order to dis- charge his duties and understand his rights as a mem- ber of society should be thoroughly taught in the grades. Other functions of organized government should be treated in a less comprehensive manner.
Administration Building, State University of Oklahoma, Norman
CONTENTS
PART ONE Nature of Society and Government Chapter I The Individual and the Group
Chapter II
Political Government
PART TWO Local Government
Chapter III School Districts
Chapter IV
Townships
Chapter V
Towns and Cities
Chapter VI
Counties
PART THREE State Government
Chapter VII Oklahoma Constitution
Chapter VIII Executive Department
Chapter IX Legislative Department
Chapter X Judicial Department
Chapter XI. Revenue and Taxation
Chapter XII
Suffrage and Elections
PART FOUR National Government
Chapter XIII Constitution of the United States Chapter XIV Executive Department
Chapter XV Legislative Department
Chapter XVI Judicial Department
APPENDIX A Constitution of the United States APPENDIX B Rights of Individuals
APPENDIX C
Postal Information
GENERAL INDEX
PART ONE
NATURE OF SOCIETY AND GOVERNMENT .
CHAPTER I.
The Individual and the Group
Nature of Society .- No one lives to himself, but indi- viduals, men, women and children, everywhere are in some way associated together in groups. These various groups of people, associated for common interests and acting together for the general welfare, are called socie- ties. The common objects or ends for which individuals associate together in societies or groups are very numer- ous. Included among the most prominent of these objeets or ends are the production of food and clothing, the protection of property and persons, and the regulation of matters religious and educational.
These associations of individuals have existed from the earliest periods of history. In the earlier periods these groups were small because primitive man did not associate with any except members of his own family. Later, however, the groups became larger, forming clans and tribes. Gradually, after long ages, these units or groups were expanded until a whole nation was included in one group or society, and all the individual members of a society or nation worked together for the general welfare.
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GOVERNMENT IN OKLAHOMA.
In a social group or society, a member who inter- fères with the rights of others is restrained or punished by the group; one who respects the rights of others is approved by the group, and one who sacrifices his rights or interests for the common good is praised or rewarded by the group.
The Family Group .- The smallest social unit is the family-father, mother and children. Each member of the family has certain rights and duties and is in many ways dependent upon the other members of the group.
The parents must provide food, clothing, shelter, and other necessities and comforts for the children, protect them from harm, and educate them. For this care and oversight, the children owe obedience to the parents. When parents become old or infirm their children should care for them.
The failure of a child to obey the parent may be a detriment not only to the child but to all other members of the group. Children have rights also which should be respected by every member of the family - property rights and personal rights.
Property Rights and Personal Rights .- If one child should destroy or injure the toy's or books of another child he would thus show a disrespect for property rights; if he should disturb the other child's rest or play he would thereby disrespect his personal rights. In fact, if any member of a family should act without proper regard for the rights of others, the unity of the family would be de- creased; if each member should act without regard to the rights of others, the family unity would be destroyed. In such a state of affairs the common interests of the group would suffer and each individual would be affected. Thus in the family group, as in other societies, each member should respect the rights of others. The group should protect the rights of every individual.
13
NATURE OF SOCIETY AND GOVERNMENT.
The School Group .- The school is a larger social unit than the family, but its organization is similar. The teacher, in the main, acts in the parent's place. It is the teacher's duty to govern and direct the pupils in the activities of school life.
In return for help, care, and oversight given them by their teacher and by the other school authorities the pupils owe obedience to the teacher and to the general school regulations. Pupils should also show proper respect for the rights of each other. In a general way, each member of the school group is dependent upon the other members. To illustrate this principle, let us sup- pose that other members of this school were noisy. Under such circumstances, could you study so well? If other pupils took your books would you not thus be inconven- ienced ? On the other hand, if you failed to prepare your lesson properly you would require an extra amount of
help or direction during the recitation period and thus interfere with the progress of the school. If you were a member of an athletic team and, by smoking or some other improper personal habit, injured your own physi- cal powers you would no doubt thereby weaken the team and the group would doubtless suffer. It is your duty and the duty of each pupil in the school, whether on the play ground, in the class-room, or in any other school activity, to recognize the rights of others, and act so as to promote common interests.
Other Groups .- The railroad, mine, club and church are examples of other social groups. The family, school, railroad, mine, club, church, etc., each attends to matters within its particular group, but there are other duties or functions which extend beyond the powers of any of these and must therefore be regulated by a larger group. The distribution of mail through the post-offices is a good illustration of such duties or functions.
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GOVERNMENT IN OKLAHOMA.
There sometimes arise disputes between the smaller groups, or between individuals and a group, which must be settled by a higher power or a larger group.
Some members of a group at times will not regulate their conduct in accordance with the common interests ; some groups and some individuals will frequently insist upon their rights but neglect their duties. Then a stronger power is needed to make proper adjustments. In such cases a larger group is necessary. The largest society or group is the state-a political unit. This unit furnishes protection to persons and property. It also prevents or punishes the wrongdoings both of individuals and of groups.
SUGGESTIVE QUESTIONS
What is Society ? Why do people associate together in groups ?
Why were social groups small in the primitive periods ?
Name several groups not mentioned in the text. State what common ends are found in each group mentioned ?
Give illustrations (from history) of persons who have served the group and been honored by the group. Men- tion persons who have wronged the group and have been punished by the group.
What rights have children in the family? What duties ?
What rights and what duties have pupils in a school ?
Why are larger groups than the family or school necessary ?
Individuals may, of course, insist upon their rights. Should they negleet their duties?
If persons neglect their duties do they thereby for- feit some rights? Give an illustration of a case where neglect of duties forfeits the rights of the individual in the group.
9-0. II.
15
NATURE OF SOCIETY AND GOVERNMENT.
CHAPTER II. Political Government
Membership in Groups .- It has been shown that each individual is a member of some group, perhaps of sev- cral groups. You, for instance, are a member of at least two groups-the family and the school. Your father is perhaps a member of several groups - family, church, lodge, business firm, and he is also a citizen, that is, he is an active member of a large political unit-the state.
Necessity for Rules. - If each member of a group could understand his rights and duties as others under-' stand them and would act justly at all times there would be no need of rules. Not all individuals understand their rights and duties, and some persons are not willing to perform all their duties without coercion. Because of these conditions it becomes necessary to have some rules for the control of every group.
Political Government .- In the political groups these rules are called laws. They are enacted by the state, or some subdivision of it, and are intended to secure peace and order. That part of the government which makes the laws is called the legislative department of government.
As in the rules for the family or the regulations of the school, these rules or laws are for the benefit of the individual as well as for the group. In every case some provision is made for enforcement. The enforeing of laws is the function or duty of the executive department of government.
Not every individual can fully understand all of these laws, and sometimes the executive officers them-
16
GOVERNMENT IN OKLAHOMA.
selves cannot interpret them. Rightly the state therefore provides a department to declare the meaning of law. This is known as the judicial department of government. The duties of the officers of this department are to decide disputes and to interpret the law.
Classes of Government .- The United States govern- ment exercises control over an area of nearly 4,000,000 square miles and governs more than 100,000,000 people. It can readily be seen that the general government could not attend to all the details in this vast territory or adjust the individual rights of so great a number of people because the conditions and needs vary in different localities. The United States has, therefore, provided three general classes of government: local, *state, and national.
Local Government .- The management and control of the affairs of the smaller political divisions are denomi- nated local government. Local units of government in- clude school districts, townships, towns and cities, and counties. These local governments have control of all purely local matters such as public education, relief of poor, streets, public health, municipal improvements, etc. The state is divided into counties and these in turn into townships, school districts, towns and cities.
State Government .- Primarily, the state makes laws for the government of each of the smaller units. How- ever, certain lawmaking (legislative) powers are dele- gated to each of these smaller units.
The state government extends the work of the local units and also performs such tasks as cannot be performed by these groups. The state maintains the university. agricultural and mechanical college, normal schools, and
*State is here used in a narrow sense, that is, one of the politi- cal divisions of the nation. Previously in this text it has been used in its broad sense, meaning the whole country or nation.
17
NATURE OF SOCIETY AND GOVERNMENT.
various other educational institutions; regulates bank- ing, insurance companies, and corporations; cares for defective.and delinquent children, and for the insane; has charge of the convicted criminals, and in many ways serves the interests of individuals and of the group.
National Government .- The national government at- tends to matters which affect more than one state; it reg- ulates our relations with foreign countries ; regulates com- merce among the several states; manages the postal sys- tem; and controls the national territories and the public lands.
The national government also controls the affairs of certain Indian tribes, and assists the several states in promoting vocational training in educational institu- tions. In a general way, this unit of government directs the larger affairs of the people, and of the smaller politi- cal units.
Citizenship .- A citizen is one who is recognized as a member of the state or nation, and as such has certain rights and duties. An alien, in this country, is a citizen of another country living in the United States. He has cer- tain duties, but not all the rights of a citizen.
An alien in the United States may become a citizen by being naturalized. Before this can be done he must have resided in this country for five years and must have declared his intentions at least two years and not more than seven years before he can be naturalized. In becoming naturalized he renounces allegiance to his for- mer country and swears allegiance to the United States.
Adult citizens have both civil and political rights. The former are such rights as affeet an individual in his person or property ; the latter include the right to share in the government-to vote and to hold office.
1
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18
GOVERNMENT IN OKLAHOMA.
Every citizen owes the duty of service to the state. This service includes paying taxes, military service, and patriotic support of the government in obeying and assist- ing to enforce the laws. Acting for charity, education, or social improvements, is no less patriotic than military ser- vice.
Political rights are not given to women in all states but the number of states giving equal political rights to each sex is increasing.
SUGGESTIVE QUESTIONS
To what groups do you belong? To what groups does your father belong ? Your mother ?
Why are laws necessary ?
What is the state ?
What is the executive department of government ? The judicial department ? The legislative department?
What are the several classes of government? Give the general functions of the state.
What are civil rights? Political rights ?
What is an alien ? A citizen ?
Name the most important duties of a citizen.
19
PART TWO
LOCAL GOVERNMENT
CHAPTER III. School District
Common School District .- Common school districts in Oklahoma are, in the main, the rural districts-districts outside of cities and towns.
The officers of a common school district are director, clerk and member. These officers are elected at the annual school meetings by the qualified voters of the dis- trict. At the annual school meeting in 1914 each district shall elect a director, in 1915 a member and in 1916 a clerk. Each of these officers will hold his office for a term of three years.
The director presides at all meetings of the board and signs all orders made by the board. The clerk keeps the records of the board and district meetings and certifies to all orders made by the board. The member has a vote on all questions decided by the board.
These officers, acting as a board, employ teachers, submit estimates of the probable cost of the schools, purchase supplies and have general powers of the admin- istration of school affairs.
Annual Meetings .- The annual meetings are held on the first Tuesday in May, from 2 p. m. to 6 p. m. At these meetings, all persons, including females, who are
20
GOVERNMENT IN OKLAHOMA.
of proper age and are residents of the district may vote. All questions relating to locating or building school houses, electing distriet officers, authorizing bonds, or other sub- jects. of general interest, are settled at these meetings.
School Funds .- The district may, at an annual or special meeting, vote a tax for building a school house or may issue bonds for that purpose. These funds or bonds, however, must be voted by the taxpayers of the district.
The state and county may also levy taxes for the support of the common schools. Revenues, derived from school land funds, rental of school lands, or interest on loans made from permanent school funds, are placed in a school fund which is apportioned among the districts according to scholastic population.
Public Service Corporation Tax .- At an election held August 5, 1913, an amendment (Section 12a, Article 10) to the state constitution was passed by popular vote. This article provides as follows :
"All taxes for maintenance of the common schools of this state, and which are levied upon the property of any railroad company, pipe line company, telegraph com- pany, or upon the property of any public service corpora- tion, which operates in more than one county in the state, shall be paid into the common school fund, and distributed as are other common school funds of this state."
Public School Libraries .- The law of the state re- quires that the school board of each school district "shall designate, set apart and appropriate." funds for the pur- chase of books and periodicals for a public school library for the district. In a district employing only one teacher the amount is not less than five dollars nor more than ten dollars. In districts employing more than one teacher the designated amounts are larger.
21
LOCAL GOVERNMENT.
.. Consolidated School Districts. - Whenever two or more districts wish to unite for the purpose of establish- ing a graded school, they may do so by a majority vote of the qualified voters of the districts, at an election called for that purpose. In any union, graded, or con- solidate school district that has been formed for a term of not less than six scholastic months; has employed at least three teachers, and has an actual attendance during the said term of not fewer than one hundred thirty scholas- tic pupils residing within the said consolidated school district and has already constructed and furnished a suit- able building of not fewer than three rooms, the state will, upon approval of the state superintendent, grant a sum equal to not more than one-half the cost of the building : Provided, that the total amount given by the state to any single consolidated district is not more than twenty-five hundred dollars.
Any district of not less than twenty-five square miles in area. that meets the requirements for consolidated school districts, may receive this aid also.
The funds for the assistance of consolidated or graded rural schools are derived from the sale of certain public lands (sections 33, old Greer county) and from the accrued rentals thereof. This fund is known as the Consoli- dated School District Fund.
Annual meetings, taxation, boards of education, and all administrative matters in consolidated districts are governed by the laws for common school districts. Boards of education in consolidated or graded schools must pro- vide suitable transportation to and from school for all pupils living two miles or more from the school-house.
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