DigiCat Publishing presents to you this special edition of "Modern Schoolhouses: With Plans and Illustrations of the Newest in Schoolhouse Architecture" by W. W. La Chance. DigiCat Publishing considers every written word to be a legacy of humankind. Every DigiCat book has been carefully reproduced for republishing in a new modern format. The books are available in print, as well as ebooks. DigiCat hopes you will treat this work with the acknowledgment and passion it deserves as a classic of world literature.

In this book, Mary Hoffschwelle shines a much-needed light on the efforts of rural reformers. She focuses on Tennessee because its varied geography and the large number of rural reform programs it hosted make it a particularly rich subject for study. Also, the state typified the burdens of poverty and racial division that characterized the South as a whole, and, as the author shows, such problems attracted considerable attention from reformers.

This report focuses on the status of rural education and is intended to provide information to education researchers, policymakers at the federal and state levels, as well as others concerned about issues in rural education. Specifically, the goal is to increase federal policymakers' attention to rural education problems, promote improvements in rural schools, and stimulate further research on rural education. This report documents how rural conditions are sufficiently different from urban ones to warrant being examined independently, and it endorses the hypothesis that a single set of public policies may not adequately address educational issues in rural versus urban settings. National data, mainly from surveys by the National Center for Education Statistics, are synthesized covering the following topics: (1) economic and demographic context of rural education; (2) location and characteristics of rural schools and school districts; (3) relationship between the rural school and its community; (4) policies and programs benefiting rural education; (5) profiles of educators in rural schools; (6) effects of education reform in rural schools; (7) public school finance policies and practices affecting rural schools; (8) assessment of student performance in rural schools; (9) education and work experiences of rural youth; and (10) the future of rural education. The report contains numerous data tables and a section describing statistical data sources and methodology. (LP)

The rural is not what it used to be. No longer simply a site for agricultural production for the city, the relationship between the rural and urban has become much more complex. Established categories such as rural /urban and village/city no longer hold true. Rural and urban conditions have become increasingly blurred, so how can we identify and distinguish their specific characteristics? Where is the rural, and what role does it play in an urbanised world? In developing countries the countryside is a volatile and contradictory landscape: legally designated rural areas look like dense slums; factories intersect fields and farmers no longer farm. In contrast, in developed regions, the rural has become a highly controlled landscape of production and consumption: industrialised agriculture coexists with leisure landscapes for tourism, retirement and recreation. This issue of AD investigates how architects and researchers are critically engaging with the rural as an experimental field of exploration. Contributors: Neil Brenner, Christiane Lange, Charlotte Malterre-Barthes, Sandra Parvu, Cole Roskam, Grahame Shane, Deane Simpson, and Milica Topalovic and Bas Princen Architects: Anders Abraham, Joshua Bolchover and John Lin (Rural Urban Framework), Ambra Fabi and Giovanni Piovene (Piovenefabi), Rainer Hehl, Stephan Petermann (OMA), Huang Sheng Yuan (FieldOffice), and Sandeep Virmani (Hunnarshala)