The primary purpose of this study is to evaluate the business administration curriculum at Panola County Junior College, located at Carthage, Texas, to see how well it fits the needs of both the students and the businessmen in Panola County and the surrounding territory from which the college draws its students.

The problem of this study is to evaluate the program of phonetic teaching in the Panola County schools in terms of criteria developed from current literature on the history, theories, and studies relating to the teaching of phonics in connection with the reading program in the elementary grades.

This doctoral thesis deals with Panola County, a rural county in northwestern Mississippi. This historical-comparative study provides insight into the various social, economic, and political factors which have effected the development and diversity of education and schools in its two distinct school systems existing above and below the county's Tallahatchie River. Books, interviews, letters, newspapers, school records, state documents, United States census reports, the Mississippi Official and Statistical Register, Biennial Reports, school financial reports, school board minutes, and other local, state, and federal sources were scrutinized to determine these changes within the county. Based on an analysis of the information, starting in the 1830s, both sections of the county became resentful over a battle regarding the site of the county's seat and courthouse. Because of this dispute, resentment and bitterness developed between residents north and south of the river which resulted in producing diverse educational methodology, school growth, curricula, and school advertising. Because of the isolationism of the north portion of the county, residents refused, or were unable, to attract new industry which would increase their tax base to support the schools. During racial integration in the late 1960s the county's southern school district was provided the opportunity to co-operate with federal officials, black and white civic leaders, and community residents to form a more progressive school system. South Panola, like North Panola, initially did not desire integration, but by 1970 knew co-operation between all parties involved was necessary, and this decision aided the southern district in obtaining additional federal funding to make it one of the best school districts in the state. White residents in North Panola, refused to form a co-operative scheme between blacks, whites, and the federal government and chose instead to support the creation of private schools, further causing an environment leading to poor educational leadership, corruption, and the near disintegration of the school district by the 1990s / Educational Studies / D.Ed. (History of Education)

This doctoral thesis deals with Panola County, a rural county in northwestern Mississippi. This historical-comparative study provides insight into the various social, economic, and political factors which have effected the development and diversity of education and schools in its two distinct school systems existing above and below the county's Tallahatchie River. Books, interviews, letters, newspapers, school records, state documents, United States census reports, the Mississippi Official and Statistical Register, Biennial Reports, school financial reports, school board minutes, and other local, state, and federal sources were scrutinized to determine these changes within the county. Based on an analysis of the information, starting in the 1830s, both sections of the county became resentful over a battle regarding the site of the county's seat and courthouse. Because of this dispute, resentment and bitterness developed between residents north and south of the river which resulted in producing diverse educational methodology, school growth, curricula, and school advertising. Because of the isolationism of the north portion of the county, residents refused, or were unable, to attract new industry which would increase their tax base to support the schools. During racial integration in the late 1960s the county's southern school district was provided the opportunity to co-operate with federal officials, black and white civic leaders, and community residents to form a more progressive school system. South Panola, like North Panola, initially did not desire integration, but by 1970 knew co-operation between all parties involved was necessary, and this decision aided the southern district in obtaining additional federal funding to make it one of the best school districts in the state. White residents in North Panola, refused to form a co-operative scheme between blacks, whites, and the federal government and chose instead to support the creation of private schools, further causing an environment leading to poor educational leadership, corruption, and the near disintegration of the school district by the 1990s / Educational Studies / D.Ed. (History of Education)