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This thesis examines the effects of the Embargo of 1807 on Louisville and its surrounding areas. The purpose of this study is to discover if the interior suffered to the same degree as other regions of the country as a result of Thomas Jefferson's trade restrictions. Louisville is the focus area because it is not only representative of the Ohio Valley and the interior but also because it marked the end of civilization and the beginning of the frontier. Distinctions between class, economic status, and occupation between the inhabitants of Jefferson County are also observed. This particular approach leads to an examination into the true nature of the frontier itself. Archival material and extensive tax records are used to show that The Embargo of 1807 initiated a series of events that not only created unintended consequences, both positive and negative in nature, on Louisville's frontier economy but also laid the foundation for its future.

Cumberland County, Kentucky, is situated on the Tennessee line just at the western edge of the Appalachian Mountains. The county's terrain is typical of land in the foothills of a mountain range and varies from flat farmland and good bottomland along the Cumberland River to steep, wooded hillsides and rough, rocky ridge tops. Areas often take part of their names from outstanding topographic features of the land. Community names such as White's Bottom, Howard's Bottom, Cherry Tree Ridge and Bow Schoolhouse Ridge are common in Cumberland County. On Pea Ridge, which runs along the north shore of Dale Hollow Lake, is the small community of Peytonsburg. To the casual observer, Peytonsburg would probably appear similar to other small communities scattered upon the countryside, but a closer examination of the area's culture will show that the people of Peytonsburg still cling to a lifestyle that disappeared in most of the United States more than half a century ago. A farmer who uses only mules as a source of power splits fence rails from hickory logs; two women still spin wool on their spinning wheels, and most of the women in the area make patchwork quilts, one man makes his living by such traditional activities as digging ginseng and sassafras roots and hunting and trapping; a traditional chairmaker and several broommakers still practice their crafts, a farm wife makes butter by hand in an old crock churn with a wooden dasher; and one family operates a sorghum mill to make molasses for community members each fall. A community in which people still retain this many elements of traditional lifestyles is unique, indeed. But even more remarkable is the fact that they all live on a one-mile strip of Pea Ridge, starting just above the Peytonsburg Post Office and extending to the backwaters of the lake. (Appendix one on page sixty-nine contains a map of this section of Pea Ridge.) The purpose of this study is to document the unusually rich folk culture of this small community and to discuss the reasons for the tenacity with which the folk cling to their traditional way of life.

There has never been a serious study of any kind made relative to the schools of Russell County. That, perhaps, is the main reason for a hodge-podge of records because no scholar evidently has had a reason for collecting them into a treatise that would give a running, accurate account of what took place here educationally from the time the county was organized in 1825 to the present. This thssis does not attempt to ferret out all the aspects of Russell's schools from that early date until now, but concentrates instead on a rather late happening—consolidation, and the role that newspapers have played in the movement. The real beginning—in fact, the first consolidation—began in Russell County only in 1952- As editor of The Times Journal at Russell Springs, I feel that I had a front row seat through it all- In our newspaper, and the Russell County News at Jamestown, plus a few scattering articles in surrounding media and The Courier-Journal, I think the story of consolidation up to now has been fully told. It will be my task at this time to sum up, as it were, what has been done. But I hope to go a little further than that: to record the frustrations and difficulties encountered and to get-away, so to speak, as I progress through the chain of events, from the hard core of facts that is usually the main grist in this type of writing, and effuse instead a bit of the human element—that side, in my estimation, which is so often overlooked but which is necessarily the ingredient that changes the course of time and tide . . . and of history.

In order to have a clear understanding of the principles and practices of the existing educational set-up in Kentucky, It is necessary for one to have a knowledge of the actual decisions of the courts that have established the educational policies. To gain this knowledge, one must be familiar with the beginnings of the schools and the common school system. To show this period, which might be called the "Pre-Publlc School Era" It has been necessary to make a chronological study of the laws pertaining to education. The laws, as they were approved and passed by the Legislature, have been transcribed verbatim. There exists nowhere a transcript of this kind. Therefore, the need for such treatments seems well warranted. .Not only will such a compilation be of value to the student interested in the history of the school system, but it also will be of value as reference for those who will formulate the school laws that will be passed in the future. The purpose of this study has been twofold. First, it has been the purpose of the writer to make just such a compilation of the laws that have made our school system what it is today. We have the school laws, yes, as they are found In the constitutions of the State and in the Session Acts; but, nowhere, do we have a single volume dealing in its entirety with the laws pertaining only to the school. In the second place, this study should serve as an Introduction to further research in this field. The period covered in this study has been one of fifty years. Such a length of time was decided upon for the following reasons: 1. Because of the large number of acts and laws passed by the Legislature, a longer period of time would cause an unwieldy volume. The succeeding fifty years would afford one a similar study. 2. It was necessary to cover a period of at least fifty years to show the advancement of the academies and seminaries to the public school. This study is a purely introductory one, In that it shows the beginnings of our educational system, as found in the early academies and seminaries. It is, in the main, that era in our educational system before the public school came Into existence. The sources of data for this study were the Acts of Virginia, the first three constitutions of the State, and the Session Acts of the General Assembly of the Commonwealth of Kentucky. Education, as such, was not mentioned in the first two constitutions of the State. A change is noted In the constitution of 1850, in which a complete article was included concerning education. Only after much discussion by the members of the convention of 1849-1850 was this article included. The only inference to be drawn from the first two constitutions concerning education is that the Acts of Virginia are to be upheld. Since education was Included in them, therefore, it must be continued as Kentucky gained her statehood. A few studies of this kind have been made in several states, among which are Florida and Mississippi. Nothing of this type has been done in Kentucky, except for a book by Ligon, History of Education in Kentucky, which deals mainly with the University of Kentucky and its growth as evidenced in the statutes. In consequence of the preceeding reasons and statements, the need for such a work seems well warranted.

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