This study examines the evolution of the popular images of John Brown and Thomas "Stonewall" Jackson. It begins by analyzing the historiography of each man. The second and third chapters are biographies of each man. The fourth, fifth, and sixth chapters examine the popular images of the two men in print media, visual media, and monuments. This thesis concludes with appendices which contain reproductions of songs, photographs, and paintings referred to in the chapters. This study finds that the myth of the Lost Cause has kept Thomas Jackson's popular image consistently positive and heroic since his death in 1863. At the same time, this myth has contributed to an ever-changing image of Brown, though other issues, such as race and terrorism, have played significant roles as well. Brown has at various times been considered a madman, a saint, and merely a product of his times. Because the Lost Cause continues to pervade popular memory of the Civil War, Jackson's image is unlikely to change quickly. Because race and the fear of terrorism continue to pervade American society, Brown's image is likely to remain controversial.

As a result of the upheaval in educational theories and practices, many new philosophies and methods have appeared. Among them is the subject of integration in the elementary school curriculum. Much has been written regarding its meaning and application. An interest in the subject prompted the writer to choose as a thesis subject the problem of what could be done to integrate the fifth-grade curriculum through the language arts subjects in the Stonewall Jackson Elementary School, Denton, Texas.

This thesis seeks to determine whether an integrated program provided a progressive enlargement of experience or participation in social situations; whether it placed value upon service to others through social participation; whether it resulted in personal satisfactions through the development and use of the capacity of each individual; whether it provided for the development of functional knowledge, skills, attitudes, and appreciations by which the problems were solved in situations which were real, meaningful, and worthwhile.

Review of: Inventing Stonewall Jackson: A Civil War Hero in History and Memory. Wallace Hettle. Baton Rouge: Louisiana State University Press, 2011. ISBN 978-0-8071-3781-9, 224 pp., cloth, $34.95. Excerpt: With memory studies of the Civil War and related topics increasing steadily, few luminaries have been as noticeably absent in such work as Thomas “Stonewall” Jackson. In Inventing Stonewall Jackson: A Civil War Hero in History and Memory, Wallace Hettle presents Jackson as understood by the people who knew him—and few truly did—and those who admired him. In his introduction, Hettle pronounces his intention to explore what Jackson meant to people and to analyze what those meanings tell us about the South as a whole. For the most part, this short and lively book accomplishes those goals, and Hettle offers an important new perspective on one of the Confederacy’s most mythologized figures [...]