Since World War II there has been a "revolutionary" increase in nonparental preschool-age child care. However, the effects of nonparental preschool care remains illusive. In an effort to address some of the limitations of previous research, seven different types of preschool-age care were statistically analyzed. Survey research and available data were gathered on 456 students in a large mid-south metropolitan area. Academic performance was measured by intelligence test scores and report card spelling grades from the sample children's third grade permanent record file. School behavior was measured by the child's conduct score over several years. Fourteen background conditions served as controls.

The thesis offers an exposition and tentative solution of two problems: a definition of the Idea of Progress, and classification of social philosophers and sociologists according to this definition. Twelve propositions, or assumptions, are used to define the Idea, and works of selected philosophers from Hesiod to Parsons are examined in the light of this definition. Historical examination reveals that the Idea's acceptance reaches a zenith in the early nineteenth century, after which it lost credibility, becoming virtually discarded by mid-twentieth century.

The development, content, societal and individual effects of selected myths toward the aged in American society were reviewed and analyzed. Emphasis was placed on factors associated with the development of the myths . The myths were compared with facts or reality relative to the major dimensions of the lives of the aged. The functions and dysfunctions of the myths for the aged as a group, for the individual, and for society were analyzed. Secondary sources of data were utilized in the preliminary identification of the selected myths. The sources were also used to justify the selection and analyze the development of myths within their socio-cultural milieus. Myths were utilized in the analysis of the attitudes toward the aged, and the effects.