The matter of formal education for women in the antebellum South raises many questions, especially for the frontier state of Texas. Were there schools for young women in antebellum Texas? If so, did these schools emphasize academic or ornamental subjects? Did only women from wealthy families attend? This study answered these questions by examining educational opportunities in five antebellum Texas counties. Utilizing newspapers, probate records, tax records, and the federal census, it identified schools for girls in all of the counties and found that those schools offered academic as well as ornamental subjects. Almost all of the girls who attended those schools came from privileged families. Schools were available for young women in antebellum Texas, but generally only those from wealthy families were able to attend.

This study examines neglected aspects of the educational history of Texas. Although much emphasis has been placed on the western, frontier aspects of the state in the years after Appomattox, this study assumes that Texas remained primarily a southern state until 1900, and its economic, political, social, and educational development followed the patterns of the other ex-Confederate states as outlined by C. Vann Woodward in his Origins of the New South. This study of the educational history of Texas should aid in understanding such developments for the South as a whole. For the purposes of this study, "education" is defined in terms of institutions specifically created for the formal education of the young. Additionally, the terms "public education" and "private education" are used extensively. It is a contention of this study that the obvious differences between public and private schools in the last half of the twentieth century were not so obvious in the last half of the nineteenth, at least in Texas. Finally, an attempt has been made to confine the study to those areas of formal schooling which are today commonly called primary and secondary, although this was difficult because of the lack of definition used in naming schools, and because many of the academies, institutes, colleges, and universities of the period enrolled students from the primary level to the collegiate level.

This thesis is a study of the history of the education of Spanish-speaking people in Texas. The study covers a long period of time, from the middle of the seventeenth century to the present time.

This study examines the efforts of Radicals (Republicans) to establish a state-wide public school system in Texas between 1870 and 1873. Primary sources cover the chronological fringes of the period being examined. This study follows a chronological narrative with the four chapters examining first, educational trends in the southern states and Texas prior to Reconstruction, followed by examination of the Radical system in Texas, and, finally, its destruction by Conservative Texans. The final chapter focuses on immediate and long range results of Radical education. In examining the Radical educational program, an attempt has been made to dispel ideas popularly held by present-day Texans who believe that the Radical school program was simply another "carpetbagger" scheme for raiding the state treasury and building Radical patronage. This paper contends that the Radicals established as good a public school system as could be created at the time, and that it was administered in an honest and efficient manner. The system was destroyed by politicians and a grass roots revolt of taxpayers who had no faith in its methods, goals, or administrators.

"To discuss the effect all this war activity has had upon the Dallas Schools and to voice a protest against those who seek to discredit mathematics and at the same time to contribute a readable thesis upon the subject is largely the purpose of this study." --leaf 2