The delegation of powers by the Legislature in carrying out school laws has always been a function of that body. In 1929 Justice Walker, in the case of Richardson v. Liberty Independent School District, stated that all powers possessed by school districts have been delegated by the Legislature. The same is true in respect to the powers possessed by the State Board of Education and the county boards of education. All these divisions have been created by law and all their powers delegated by the Legislature.By this study the writer will try to show what trend the Legislature has taken in the delegation of powers concerning,schools. In this study the solution of the following questions will be sought: 1. Is there a tendency toward more delegation of power to the state level of administration? 2. Is there a tendency in the Legislature to give more power to county and local units in the school system? 3. Is the Legislature inclining toward exercising more power on its own initiative? By the study of laws passed by the Legislature delegating powers and retaining powers, these problems can be answered and a definite trend shown.

The main purpose of this study is to determine some of the effects that the school laws passed by the Fifty-First Legislature will have upon the schools of Walker County.

This dissertation focuses on history of czech teachers, primarily high school teachers. The idea is to originate everything from the basics of history that is traditionally in rythm with political changes. This thesis is focused on deeper understanding of transformation of czech education, changes and developpement of one multilayered professional status or in the end a change of czech society in the first half of the 20th century. The time period between 1945 and 1955 is well known for its political, bussines and economic transitions. The main focus of this disertation is to show from the history of teachers which they are related to the teaching laws, the big modification that has happened at the time period. Concrete examples are presented in a detailed developpements which are different between inland and borderline gymnasiums and the way the teaching is conducted. This disertation offers complete picture of this topic, that is until now processed only in ideologically orientated publications. KEY WORDS decline, elite, high school teachers, school reforms, school laws, history of teachers

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)