This paper provides a thematic approach to three major United States government document series relating to topics of early United States diplomatic relations with Mexico; treaty negotiations, the Santa 'Fe trade, the Texas question, and claims. The document series examined are .the United States presidential papers, United States Congressional documents , and the National Archives Record Group 59, diplomatic dispatches from United State Ministers to Mexico. Historians must make an evaluation of all: documentary evidence available for an accurate assessment of historical events. Inadequate analysis of these major United States document series has limited this necessary assessment in the area of United States Mexican diplomatic relations, 1821-1846.

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.

Although in 1915 there was no drama education in Methodist colleges and universities in Texas, today all Methodist schools of higher education in Texas have at least course offerings in drama. Southern Methodist University was one of the first Methodist schools to offer such courses which began with the hiring of Mary McCord to teach public speaking in September, 1915. The problem of this study is to explain the contributions of Mary McCord to the development of drama education at Southern Methodist University. It is recommended that the development of the department after Miss McCord retired be examined, that the students taught by Miss McCord who chose theatre as their life's work be interviewed about the effect of her training on their careers, and that a thorough study of the McCord Theatre Collection be undertaken.

This work is a study of the origins, development, and contributions of the black religious colleges of East Texas. The central purpose of the study is to reexamine the role Wiley, Bishop, Texas, and Jarvis colleges have played in black higher education. Although prior to 1960 most studies of Negro institutions of higher education described such schools as total failures in their effort to uplift American Negroes, since that time many scholars have published works which pointed up the achievements as well as the problems of those colleges. In addition to their efforts to provide the Negro community with capable leaders, the black religious colleges of East Texas also directed public service projects. Especially beneficial, these efforts, which included farm demonstration programs and home demonstration classes, were designed to help black people at whatever level needed. Wiley, Bishop, Texas College, and Jarvis have not been total failures. Although always academically weak, they have served the black community well. However, in spite of the valuable service they have rendered, unless these schools can generate new and larger sources of revenue, they stand little chance of remaining viable institutions. Each of these colleges desperately needs more money. Ironically, it may be that …

This thesis includes two background chapters based largely on secondary works; Chapters I and II trace the historiography of black participation in American military engagements from the American Revolution through the Korean conflict. Chapter III, based largely on primary sources, places emphasis on black resistance and attitudes toward the Vietnam crisis. Evidence indicates that the Vietnam era of black protest was not unique but was an evolutionary process that had its roots in other periods in American history. Some blacks questioned their involvement in each American military conflict from the American Revolution to Vietnam.

The purpose of the study have been: (1) to provide an explanatory, descriptive, and analytic viewpoint of the functions and structure of crisis intervention centers (2) to provide an intensive investigation of counseling and treatment practices in crisis intervention centers and (3) to relate the experiences that the writer has encountered as a resident counselor at Help House Inc. (twenty-four hour drug and crisis intervention center in Denton, Texas) to sociological, psychological, social psychological and philosophical constructs that deal with or pertain to crisis intervention, particularly in the area of drug use. The study indicates how participatory observation serves as an aid in acquiring insight into sociological areas such as crisis intervention centers. The role of the participatory observer is most important because concepts and theories arise out of actual situations.