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This catalog is intended to assist architects and college administrators to select products that help physically handicapped people lead lives free of architectural barriers. The product information, obtained directly from the manufacturers, is listed on comparative matrix sheets, that can be used to achieve the design recommendations. Products of a proprietary nature are listed towards the end of the catalog and are referenced to their appropriate categories. The catalog layout generally follows the major divisions of the Construction Specifications Institute design criteria. A list of manufacturers is provided. Products include: handrails, exterior doors/entrances, accessible thresholds, power operators for doors, power assists for doors, manual door closers, door handles and panic devices, anti-slip floor coverings, kitchen appliances, kitchen sinks, lavatories, toilet seat risers, towel dispensers, lever or blade faucets, mirrors, prefab shower compartments, shower fixtures, shower and bathtub seats, signage, laboratory equipment, classroom equipment, swimming pool lifts, telephone enclosures, furniture, elevators, vertical wheelchair lifts, inclined wheelchair lifts, water coolers and fountains, van modification, accessible buses with lifts, and telephone typewriters. (GLR)

Like the preceding volumes of the "American Journal of Education," Volume 5 includes portraits from engravings on steel of eminent teachers, educators, and promoters of education, and a large number of wood-cuts, illustrative of recent improvements in the structure, furniture, and arrangements of buildings designed for educational uses. It also includes the index for volumes 1-5 starting with the first issue published in August 1855. [This content was published by F. C. Brownell.]

The Commissioner of Education reviews the work of the office, and provides discussion and data, with some diagrams on the following topics: six-year summary of institutions, instructors, and students; enrollment and attendance of the school-age population; public school teacher employment and salaries; per-capita expenditures on ungraded schools by states and territories; the teaching force; school inspection and examination; a summary of state and territorial education condition; education of the colored race; the Peabody fund; city schools; superintendence; primary grades; grammar grades in Southern cities; authors' days in schools and color blindness; normal schools; commercial and business colleges; kindergarten; secondary schools; preparatory schools; institutions for the superior instruction of women; women's admission to English universities; universities and colleges; schools of science; European agricultural education; schools of theology, law, and medicine; degrees conferred; public libraries; nurse-training schools; institutions for the deaf and dumb, and for the blind; schools for feeble-minded youth; reform schools; homes and asylums for orphan or dependent children; infant asylums and industrial schools; education benefactions; education publications; patentees for school furniture and equipment; foreign education; special schools; drawing and sewing in public schools; needlework in German elementary schools; public-school boys' manual training; French school manual training; industrial schools; army post schools; summer schools; education and forestry; organized charities; school committee and school board power; taxation for school purposes; territorial school supervision; and trespasses upon territorial public school lands. The Commissioner offers recommendations. Abstracted school officer reports and other information from states, territories, and cities are provided. Educational associations are listed. Detailed statistical tables are given for most topics above, as well as schools of dentistry and pharmacy, and entrance examinations for the U.S. Military and Naval Academies. [Part 2 is not available.]

In this report, the Commissioner of Education presents a general review of the U.S. educational condition, discusses the work of the Commissioner's office, and offers summaries of education statistics, using diagrams. Also provided are a summary of educational condition in the states and territories and comparative statistics and remarks on Southern education. Additionally, the report includes discussion, summary data, and diagrams on the following topics: yellow fever and the schools; education of Southern whites; the Peabody fund; supervising school officers; public school textbooks and curricula; rural students; curricula for ungraded schools; educational beginnings; city school statistics; special schools; normal schools; commercial and business colleges; kindergarten; secondary schools; preparatory schools; schools for the superior instruction of women; universities and colleges; classical and scientific instruction; schools of science, theology, law, and medicine; degrees conferred; libraries; schools for the feeble-minded; institutions for the deaf and dumb, and for the blind; reform schools; special training in schoolships; orphan asylums, soldiers' orphans' homes, infant asylums, industrial schools, and miscellaneous charities; education benefactions; educational publications; patentees for school furniture and apparatus; foreign education; Dr. David Murray and Japanese education; U.S. education at the Paris Exposition; special instruction; cookery schools; nurses' training schools; industrial training; drawing in the Boston public schools; girls' sewing instruction; industrial instruction for the dependent classes; and foreign apprentice schools. The Commissioner then makes recommendations and concluding remarks. Abstracted state, territorial, and city school officer reports with additional information are provided. Discussion of educational associations and education in Sunday schools is also included. Detailed statistical tables cover most topics above as well as admissions examinations for the U.S. Military and Naval Academies. [Part 2 is not available.]

In this report, the Commissioner of Education offers discussion and statistical summaries on: general educational condition; conflict of capital and labor; the work of his office; school and college catalogues; state and territorial education condition; schools for the colored race; township school systems; free textbooks; education supervision; city education; public school hygiene; education vs. police; janitors' wages; normal schools; pedagogic professorships; business colleges; kindergarten; secondary schools; the high school question; secondary instruction abroad; foreign secondary instruction; preparatory schools; colleges for women; universities and colleges; condition of superior instruction; college student health; vacation schools; schools of science, theology, law, and medicine; degrees conferred; public libraries, including early American libraries; the Library of Congress; the Office of the Commissioner library; schools for the deaf and dumb, and for the blind; educational benefactions; schools for the feeble minded; patentees for school-furniture improvements; foreign education; art education; orphan asylums; soldiers' orphan homes; infant asylums; industrial schools; miscellaneous charities; reform schools; and crime and education; and makes recommendations and a conclusion. Abstracted official reports from state, territorial, and city school officers are provided along with other information. Educational conventions and associations are noted. Detailed statistical tables the topics above are provided. [Part 2 is not available.]

The Commissioner of Education presents an education-progress review, and discusses compulsory education; national education aid; work of the commissioner's office; education statistical summaries; nurse-training schools; states' education duties; results of five years' compulsory education in Great Britain; industrial day schools; the Boston Whittling School; French compulsory education; prevention of cruelty to children; state laws concerning children; English reformatories; foreign education; education at the U.S. Centennial Exhibition; and notable education visits. The commissioner also offers recommendations and a conclusion. The report provides abstracted school officers' reports from the states, territories, with other information, as well as abstracts on education conventions and associations. Special articles cover the study of Anglo-Saxon, Greek pronunciation in the U.S., and Latin pronunciation. Statistical tables cover state and territorial school systems; school systems of cities with populations upwards of 7,500; normal schools, commercial and business colleges; kindergarten; secondary institutions; preparatory schools; institutions for superior instruction of women; universities and colleges; schools of science, theology, law, medicine, dentistry, and pharmacy; admissions examinations for the U.S. Military and Naval Academies; degrees conferred; public libraries with upwards of 300 volumes; museums; institutions for the deaf and dumb and for the blind; orphan asylums; miscellaneous charities and industrial schools; reform schools; schools and asylums for feeble-minded children; education benefactions; education and historical publications; and patentees for improvements in school furniture and apparatus.

The Commissioner of Education discusses the office's work and needs; education records; records improved by the Centennial celebration; lessons learned from the educational experience; condition of education at the time of the Declaration of Independence; current U.S. education statistics; education in other countries; education representation at the International Centennial Exhibition of 1876; the U.S. educational exhibit at the Vienna Exposition in 1873; health and education; typhoid fever in schools; unpublished statements and other information of interest; and medical jurisprudence. He also makes recommendations and offers concluding remarks. Appendices include abstracted school-officer reports from the states, territories, and cities, plus data and discussion of Indian education; education conventions and associations; and education in Sunday schools and mission schools. Statistical tables cover state and territorial data; normal schools; commercial and business colleges; kindergarten; secondary education; preparatory schools; institutions for the superior instruction of women; universities and colleges; schools of science, theology, law, medicine, dentistry, and pharmacy; degrees conferred; public libraries with upwards of 300 volumes; museums; institutions for the deaf and dumb and for the blind; statistics of orphan asylums; miscellaneous charities and industrial schools; schools and asylums for feeble-minded children; educational benefactions; education and historical publications; and patentees for school furniture and apparatus.

In this report, the Commissioner of Education comments on data on city and state education, school superintendence, cost of education and police, increased attention to schoolhouse ventilation, women as school officers, women's education, the Vienna Exposition and awards to American educational exhibitors, American educators' European visits, foreign educational statistics, office correspondence, and his recommendations and conclusion. State and territorial education officers' reports are abstracted in an appendix. The state and territorial abstracts generally address elementary and secondary instruction, teacher training, superior, professional, and special instruction educational conventions, noteworthy benefactions, brief educator obituaries, and lists of school officials. Other appendices address Indian education, educational work of Sunday schools and foreign missions, and educational conventions and institutes. Special articles discuss art education, deaf-mute education, and girls' industrial training featuring practical lessons in household economies taught in Germany. Statistical tables present data on state, territorial, and city schools; normal schools commercial and business colleges; secondary education institutions; preparatory schools; institutions for the superior instruction of women; universities and colleges; schools of science, theology, law, medicine, dentistry, and pharmacy; degrees confirmed in all institutional categories; admissions examinations for the U.S. Military Academy and U.S. Naval academy; libraries; museums; institutions for the blind and for the deaf and dumb; orphan asylums; reform schools; schools and asylums for feeble-minded children; educational benefactions; educational, historical, and other publications; kindergartens; and patentees in school furniture, apparatus, and ventilation.

In this report, the Commissioner of Education discusses data on science and education, state and territorial education by region, education in cities, interest in and preparations for featuring the condition of U.S. education at the Centennial observation, education in foreign countries, District of Columbia teacher payments, and his recommendations and conclusions. Appendices include abstracted school-officer reports from the states, territories, and cities, with additional information, and data and discussion on Indian education and on educational conventions and institutes. Statistical tables cover state and territorial school systems; cities with 10,000 or more population; normal schools; commercial and business colleges; kindergarten; secondary instruction; preparatory schools; institutions for the superior education of women; universities and colleges; schools of science, theology, law, medicine, dentistry, and pharmacy; admissions examinations for the U.S. Military Academy and Naval Academy; degrees conferred; library status and the increase in libraries; museums; institutions for the deaf and dumb, and for the blind; reform schools; orphan asylums, miscellaneous charities, and industrial schools; schools and asylums for feeble-minded children; education benefactions; educational publications; and patentees for improvements in school furniture, apparatus, equipment, and ventilation.

The report provides abstracted reports from state, territorial, and city school officers. Information is also given on Indian education, educational conventions and institutes, education of the deaf and dumb, and education of the blind, as well as an annual review of foreign education. Special articles discuss education in the Hawaiian Islands, the value of common-school education for common labor, the relationship between crime and education, the relationship between education and pauperism, and suggestions on art training in American colleges. Statistical tables cover states' and territories' enrollment, attendance, and school duration; city education; normal schools; commercial and business colleges; secondary education institutions; U.S. Military Academy and Naval Academy admissions examinations, U.S. colleges; female colleges; agricultural and scientific, theology, law, medical, dental, and pharmaceutical schools; U.S. libraries; museums; educational benefactions; institutions for the blind and for the deaf and dumb; penitentiaries and jails; reformatories; orphan asylums; patents for school furniture, stationery and writing supplies, equipment, and physical plant features; educational publications; and census-derived statistics.

In this thirteenth annual report, the Commissioner of Education discusses the Bureau of Education's work, with a list of its publications from the year. The Commissioner also presents summary data of institutions, instructors, and students; school age, population, enrolment, and attendance; legal school ages in the United States; teachers employed in the public schools and their average monthly salaries, annual income and expenditure for public schools. The following are also included and discussed: summary of per capita expenditure; statistical generalization by years and topics; compulsory school laws; summary of the educational condition of the States and Territories; comparative statistics of education in the South, with figures respecting the education of the colored race; Peabody fund; summary of school statistics of cities; school population, accommodation, and attendance in cities; truancy in cities; tendencies in urban school instruction; grading in city schools; evening schools in cities and city school finances; school system of Washington, D.C.; summary of normal school statistics; appropriations for normal schools; observations of Dr. McLellan, inspector of high schools in Ontario, respecting normal school instruction in the United States; normal instruction in New York State; pedagogics in universities and colleges; provision in other countries for training teachers; summary of statistics of commercial and business colleges; summary of statistics of Kindergarten; charity work of Kindergarten; public schools and Kindergarten; French view of American Kindergarten work; summary of statistics of pupils receiving secondary (including preparatory) instruction; summary of statistics of preparatory schools; secondary instruction in Great Britain; overwork in secondary schools in Germany; summary of statistics of institutions for the superior education of women; higher education of women in Great Britain and on the continent; summary of statistics of universities and colleges; summary of statistics of schools of science; preparation for industrial arts; education in agriculture; instruction in practical mechanics; manual training schools; electrical engineering; Rose Polytechnic Institute; institutions needed for industrial education; summary of statistics of schools of theology; summary of statistics of schools of law; summary of statistics of schools of medicine, dentistry, and pharmacy; review of progress in medical education; medical schools for the colored race; medical school of Harvard University; summary of statistics of degrees conferred; summary of statistics of public libraries; summary of statistics of training schools for nurses; summary of statistics of institutions for the deaf and dumb; summary of statistics of schools for the blind; visit of Dr. Wm. Moon; summary of statistics of schools for the feeble-minded; summary of statistics of reform schools; protection of foreign-born children; summary of statistics of orphan homes and asylums; summary of educational benefactions; summary of educational publications; summary of patents for improvements in school furniture; education in foreign countries; technical instruction in Europe; Public Industrial Art School of the City of Philadelphia; congresses and exhibitions; forestry; forthcoming publications of the Bureau of Education; and recommendations. Abstracts and an index are included.

In this report, the Education Commissioner discusses the office's work, with a list of its publications. The Commissioner of Education also presents summary data and discussion on the census related to education and on illiteracy among minors as taken from the census; school age, population, enrollment, and attendance; teacher workforce, salaries, qualifications, and appointments; school finance; the district system; condition of education in the states, territories, and cities; Southern education; and education of the colored race. The Commissioner of Education also covers issues related to cities: school accommodation and attendance, illiteracy, primary schools, higher grade schools, evening and special schools, and city school finances, moral, and physical training. Normal schools are discussed, including appropriations, comparative admission requirements for normal schools and professional schools, normal school courses of study in the U.S. and abroad, teachers' institutes, and normal training in colleges. Other topics include kindergarten and public schools; secondary and preparatory education; institutions for the superior instruction of women; universities and colleges; college hygiene; elective systems; college attendance variations; political science schools; mechanical engineering, physics, and chemistry instruction; manual training schools; industrial schools for miners and mechanics; the Royal Agricultural High School of Berlin; professional-school summary statistics; medical school entrance examinations; nursing education; and degrees conferred. Library-related topics include summary statistics; library management; libraries and schools; and catalogues and indexes. Information is given on defective classes; institutions for the deaf and dumb; deaf-mute day schools; deaf-mute literary and industrial instruction; National Deaf-Mute College; schools for the blind and their history; printing for and instruction of the blind; schools for the feeble-minded and classification and instruction of the feeble-minded; idiocy causes; reform schools; Michigan's reformatory system; the family system in reform schools; the New Jersey State Reform School; girls' reformation; orphan homes and asylums; education benefactions; education publications; patentees in education furniture; and foreign education. The Commissioner of Education offers concluding remarks and recommendations. Detailed tables cover institutions across sectors, benefactions, publications, and education patentees.

This study is one of several examining the history and background of instructional technology in American education. The period, 1650 to the end of the 19th century, was chosen rather arbitrarily to cover technological developments other than conventional audio-visual devices involving photography and sound techniques. Material in this report is based on primary and secondary sources at the Library of Congress, the library of the U.S. Office of Education, the NEA archive collection, and several university libraries. This bulletin presents the skeleton of that portion of the history of instructional technology in American education which deals with technological developments other than projection and recording, rather than a definitive history, in three parts: (1) Colonial Period--school architecture, school furniture, instructional apparatus (quills, ink, paper), the hornbook, and textbooks; (2) American Revolution to the Civil War--technological development, trends in education, school apparatuses, the blackboard, globes and maps, the abacus and the numeral frame, the textbook movement, and other topics; and (3) Civil War to 1900--attitude toward educational technology, dissemination of knowledge about educational technology, opposition to advancing educational technology, the magic lantern and stereoscope, and so on. Appended is a bibliography of books, school equipment catalogues, public documents, articles and essays, and unpublished studies. (Contains 122 footnotes.) [Best copy available has been provided.]

In the last 8 or 10 years there has been unusual progress in the establishment of kindergartens in most of the cities and States, but still the kindergarten is a phase of school work less known than the work of the grades in the elementary schools. Many school officers and school architects lack information as to the character of rooms and buildings best suited for the use of the kindergarten and many of the kindergartners have need more complete information in regard to modern kindergarten equipment. To supply these needs, this bulletin has been prepared. This bulletin provides descriptions and illustrations of some kindergarten rooms and buildings of the best types and lists equipment used in some of the best kindergartens. (Contains 5 plates and 1 footnote.) [Best copy available has been provided.]

This bulletin responds to frequent requests for practical information relating to equipment and supplies for teaching science in small high schools. Laboratories for science courses have been for several decades necessary parts of every high school teaching the sciences. This bulletin is a brief survey of the necessary equipment to teach the high-school sciences according to generally accepted standards. It seems safe to say that four subjects now dominate, and that the majority of high schools with four years of sciences are now giving general science in the first year, biology in the second, and physics and chemistry in either order in the third and fourth. For the purpose of this publication, laboratory and equipment for these four universal subjects are included. The lists of furniture, equipment, apparatus, and supplies are modest and contain much less than is usually supplied in large city high schools, but they are sufficiently inclusive to cover the requirements of all the States which have fixed definite standards of laboratories and equipment for accrediting science courses. (Contains 13 figures and 3 footnotes.) [Best copy available has been provided.]

This bulletin is designed as an outline to direct the attention of local officials to various features and steps meriting attention in planning and carrying out a school-plant construction program. Planning, administration, and construction practices and procedures may vary with buildings of different sizes or types of construction or with those erected under different legal restrictions or climactic conditions. For many of the steps or procedures in school-plant programs there are no certain best methods or processes applicable for all buildings. Although not intended as final answers to specific problems on each building program, the suggestions and information outlined in this publication should provide general guidelines for planning the various steps in school building. Individual sections contain footnotes. (Contains 30 tables.) [Best copy available has been provided.]

Adequate school plants are essential to a modern educational program. The school plant that is not properly maintained soon fails to provide the service for which it was intended. The total program of maintenance, including repairs, renovation, remodeling, rehabilitation, and modernization should be carefully planned. Some tasks will recur at regular intervals. A few tasks must be handled as the need arises. Other tasks, such as painting, can be scheduled. Many school districts cannot afford to replace all of their old school buildings. In order to be able to maintain utilization and service from these buildings, the districts find it necessary to rehabilitate and modernize the buildings. "Remodeling" is commonly thought of as a change in structure or a major structural improvement to the building. Some remodeling is usually done as a part of the rehabilitating and modernizing programs, but all remodeling is not necessarily rehabilitation or modernization. Remodeling might involve a change of partitions, a change in the roof structure, or a change in an exterior wall. "Rehabilitation" is usually thought of as a general overhauling of the complete building or a major section thereof in order to better adapt it to continued use for the school program. While remodeling may be limited to one section of the building, renovation generally covers a larger area or scope. "Modernization" programs may involve some remodeling and some rehabilitation. The modernization programs are designed primarily for the purpose of adapting existing facilities and spaces to meet the needs of changing educational programs. "Repair" programs are essentially what the name implies--the repairing or patching of a roof, the replacement of boiler tubes, or the adjustment of motors. The sections of this bulletin are planned to indicate some of the areas in school plants where remodeling, repairs, etc., are often needed. The listing does not indicate an order of priority, nor is the listing intended to be all-inclusive. Some suggestions on general procedures and on the results to be obtained have been included. However, these suggestions do not include detailed work plans for a specific remodeling, rehabilitation, or modernization task. The whole building maintenance program should be planned in advance and standards of service established. These standards should serve as partial goals in the plant care programs. A bibliography is provided. (Contains 4 footnotes.) [Best copy available has been provided.]

Numerous requests concerning standards and practices of kindergarten procedure have been received from superintendents, supervisors, teachers, and laymen interested in education. These requests indicate a desire to know what phases of kindergarten education are being criticized or commended, and also what standards and policies are being suggested for kindergarten education. Recommendations found in the surveys examined were made to meet specific conditions in local situations. They are of value for other communities to the extent to which similar conditions exist in these communities. Therefore a composite statement of survey findings should be of help in judging the value of kindergarten procedures in any community. Because of the variety of information desired by superintendents, supervisors, principals, teachers, and laymen, who are interested in kindergarten education, as comprehensive a study as possible has been made of the relevant suggestions and comments found in surveys of public school systems. It was not possible to include in the analysis all problems connected with the administration of kindergartens. Such phases as statistics, salaries, costs of maintenance and equipment have not been considered, as in most surveys these items are incorporated in the statements for the elementary schools as a whole. The surveys were selected because: (1) they spread over a long period of time (1915-1924); (2) they discuss the work done in many parts of the country; (3) they present problems which arise in places varying in size and in community interests; and (4) they were made by leading educators. Almost every phase of kindergarten practice and administration has been severely criticized or strongly commended in the surveys, and definite recommendations are made with regard to such problems as: (1) eliminating mass teaching and dividing classes into small groups; (2) keeping records of the achievement of individual pupils; providing better methods of promotion; (3) studying the effect of kindergarten training on children's progress through the grades; and (4) unifying the work in kindergarten and primary grades. [Best copy available has been provided.]

With the increase of population, the lengthening of the school life of children, and the consolidation of small into large schools, often with many hundreds of children in one building, the care of the health of children while in school becomes correspondingly more important. Since the health of school children depends to a large extent on the location, heating, lighting, ventilation, and other sanitary arrangements of schoolhouses, the laws of States and the regulations of boards of education relating thereto are of great interest and importance to all. This bulletin features the result of a study by Mr. William A. Cook of the University of Colorado on schoolhouse sanitation. It reviews the standards that are set to-day in the different States concerning the physical environment to which the child is entrusted by compulsory attendance upon public schools. The school endeavors to instruct the child how to avoid ills of various sorts; the State, through inspection, is barring from the school those persons who may be a source of danger to others--these are facts that need not at present concern us, though they afford scope for a volume. This bulletin is confined to the hygienic provisions regarding the school site and the school plant. Contents include: (1) Introduction; (2) General control exercised by the State; (3) The school site; (4) The water supply; (5) Toilets; (6) Protect ion against fire and panic; (7) Lighting; (8) Heating; (9) Ventilation; (10) Cleaning and disinfecting; (11) Furniture and equipment; and (12) Miscellaneous. A bibliography is included. Individual sections contain footnotes. (Contains 5 tables.) [Best copy available has been provided.]