This study of social systems in Chicago has three objectives: (1) To explore the interaction of the educational system with the social structure and social forces in a modern metropolitan area, (2) to make a historical study of the development of education in a city evolving during the 20th century, and (3) to develop a method for a sociohistorical study of education in a complex community. The findings are (1) that the public schools are an important element in the local politics of Chicago, (2) that the public schools have been influential both in educational policy and in receiving financial support from the business men of the community, (3) that several major civic organizations have been important factors in certain decisions affecting schools, (4) that the public schools have been brought into cooperation with noneducational agencies to solve social problems of the city, (5) that teachers' organizations have been active since 1900, (6) that the personalities of certain individuals in the school system have influenced educational history, and (7) that population movements have influenced the public schools. (HW)