Confronted by a rapidly changing urban-industrial society, Massachusetts educators undertook reforms between 1870 and 1915 to make the public school a more relevant institution. Kindergarten, manual training, vocational education, evening schools, and citizenship education represented answers to problems arising from industrialism and urbanism. Educators and social reformers looked to the schools for the preservation of established moral and social values, but the schools could not reshape the urban environment. As a result, the problems of city life remained. Massachusetts schools turned from effecting broad social reforms to preparing children to fulfill economic functions; vocational education replaced manual training as preparation for the real world. (Hard copy may be of poor quality because of marginal legibility). (RA)