A Study of Local Sources of Support of Local Governmental Agencies in Twenty-Three Selected Tennessee Counties

The Problem: The common uplifting, integrating force of public schools, educational opportunities for all who are desirous can capable, is at least a partial fulfillment of the American dream of freedom. From the first individually hired tutor in Virginia, and the first community-church sponsored school in the Plymouth Colony to the present time, there have been Americans who have believed in and demanded public schools. Local community responsibility for support of and the desire for local control of education were early recognized in New England and spread across the Midwest to the West Coast as the country was settled. Class distinctions, however, caused the development of private schools for the upper and upper-middle classes of the southeastern states. Some two hundred odd years passed after the settlement at Jamestown, Virginia, before public education supported by government began to make any headway. It is not strange that today in this same southeastern region, where local support is not traditional, one finds the greatest swing toward state support of education while the old attitude of local responsibility still prevails in the northeast, midwest, and western regions of the country. Americans today are spending twice as much for alcoholic beverages and tobacco products as they are spending for education. It does not follow that they cannot afford better schools. Localities can afford and will have the kind of schools they want, for they are willing to pay for what they want. It is assumed that there is a need for greater local support of education in Tennessee. Two facts support this assumption. First, in 1956-57, Tennessee ranked sixth in the percentage of school funds furnished by the state when compared with all the states of the nation. Second, the same year found Tennessee ranked in a tie with Kentucky for forty-fourth and forty-fifth place in total current expenditures per pupil when compared with all the states in the total support of education. While this does not exclude the need for greater support on the state level, it does seem to indicate that Tennessee lags behind in support of education at the local level. This opens up the need for a look at the whole area of local support for all local governmental agencies, including education

Main problems of stability and change in tradition

With the effects of acculturation to be seen in all parts of the world, we may have to be reminded how recently its importance has been recognized. The twentieth century has brought us face to face with change, but the fact about culture which was most obvious in the last century was its stability. Some cultures had existed with little change over many centuries, and others had been spread through colonization to new parts of the world where they persisted despite considerable geographical differences. There was a tendency to take cultural stability for granted, though it was recognized that changes could result from migrations and conquests. The Tylorian theory of cultural evolution, developed only toward the end of the century, held that societies progressed from one stage to another as the result of internal change, but the manner in which these changes came about was almost mystical and inevitable. Other scholars seriously maintained that primitive peoples lived in “cultural straight jackets” which prevented change and, indeed, even individual variation in behaviour. It was widely believed that human behaviour was biologically determined, and that certain people were musical or amusical, or rhythmical and incapable of harmony, by virtue of their race. Learning as a means of cultural change had little place in these theories, and in the light of what we know today the important mechanism of cultural borrowing was completely underrated. It is sometimes hard to realize that the fact that folktales can and do diffuse from one place to another, without the agency of migration, had to be proved within the last hundred years

Effects of intra- and inter-laminar resin content on the mechanical properties of toughened composite materials

Composite materials having multiphase toughened matrix systems and laminate architectures characterized by resin-rich interlaminar layers (RIL) have been the subject of much recent attention. Such materials are likely to find applications in thick compressively loaded structures such as the keel area of commercial aircraft fuselages. The effects of resin content and its interlaminar and intralaminar distribution on mechanical properties were investigated with test and analysis of two carbon-epoxy systems. The RIL was found to reduce the in situ strengthening effect for matrix cracking in laminates. Mode 2 fracture toughness was found to increase with increasing RIL thickness over the range investigated, and Mode 1 interlaminar toughness was negligibly affected. Compressive failure strains were found to increase with increasing resin content for specimens having no damage, holes, and impact damage. Analytical tools for predicting matrix cracking of off-axis plies and damage tolerance in compression after impact (CAI) were successfully applied to materials with RIL

A classification of soybeans

Publication authorized November 7, 1929.Includes index

Korean lespedeza in Missouri

Cover title

African Arts

An exhibition at the Robert H. Lowie Museum of Anthropology of the University of California, Berkeley, April 6 - October 22, 196

African Arts

An exhibition at the Robert H. Lowie Museum of Anthropology of the University of California, Berkeley, April 6 - October 22, 196