Chapters in this book

1. Frontmatter i
2. ACKNOWLEDGMENTS vii
3. CONTENTS ix
4. ILLUSTRATIONS xi
5. PROLOGUE 1
6. PART I. THE ONE BEST SYSTEM IN MICROCOSM: COMMUNITY AND CONSOLIDATION IN RURAL EDUCATION
7. Introduction 13
8. 1. The School as a Community and the Community as a School 15
9. 2. "The Rural School Problem" and Power to the Professional 21
10. PART II. FROM VILLAGE SCHOOL TO URBAN SYSTEM: BUREAUCRATIZATION IN THE NINETEENTH CENTURY
11. Introduction 28
12. 1. Swollen Villages and the Need for Coordination 30
13. 2. Creating the One Best System 39
14. 3. Teachers and the Male Mystique 59
15. 4. Attendance, Voluntary and Coerced 66
16. 5. Some Functions of Schooling 72
17. PART III. THE POLITICS OF PLURALISM: NINETEENTH- CENTURY PATTERNS
18. Introduction 78
19. 1. Critics and Dissenters 80
20. 2. Configurations of Control 88
21. 3. Lives Routinized yet Insecure: Teachers and School Politics 97
22. 4. Cultural Conflicts: Religion and Ethnicity 104
23. 5. A Struggle Lonely and Unequal: The Burden of Race 109
24. PART IV. CENTRALIZATION AND THE CORPORATE MODEL: CONTESTS FOR CONTROL OF URBAN SCHOOLS, 1890-1940
25. Introduction 126
26. 1. An Interlocking Directorate and Its Blueprint for Reform 129
27. 2. Conflicts of Power and Values: Case Studies of Centralization 147
28. 3. Political Structure and Political Behavior 167
29. PART V. INSIDE THE SYSTEM: THE CHARACTER OF URBAN SCHOOLS, 1890-1940
30. Introduction 177
31. 1. Success Story: The Administrative Progressives 182
32. 2. Science 198
33. 3. Victims without "Crimes": Black Americans 217
34. 4. Americanization: Match and Mismatch 229
35. 5. "Lady Labor Sluggers" and the Professional Proletariat 255
36. EPILOGUE THE ONE BEST SYSTEM UNDER FIRE, 1940-1973 269
37. NOTES 295
38. BIBLIOGRAPHY 317
39. INDEX 345