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The Commissioner of Education's introduction in volume 1 provides data and discussion on school and college total enrollment, common schools, average schooling amount per U.S. inhabitant, British India's public schools, truant schools, Puerto Rican schools, U.S. educational extension, sociology and education at the Paris Exposition, introduction of reindeer into Alaska, city school systems, higher education, law student increase, land-grant colleges, secondary schools, education of the colored race, and education in Central Europe, Great Britain, the Philippines, Cuba, Hawaii, and Samoa. The introduction lists letter topics received by the office in 1900.Subsequent chapters cover British India's public schools; boys' secondary schools in England; general information on truant schools, statements on truant schools in various cities, laws on the disposition of truants and incorrigibles in 17 states, discussion of British reformatories and allied institutions and expanded coverage of Puerto Rican education. Chapter V, on U.S. educational extension, addresses lyceums, university extension, Chautauqua, summer schools, cities and popular education, arts and music for the people, travel and pilgrimage as educational extension, the idea of a national university, the Smithsonian Institution, the Library of Congress, museum extension, higher commercial schools, and newspapers as popular educators. A chapter on common school organization and development from 1830 to 1860 covers the South Central and South Atlantic states. Papers from the 1900 Department of Superintendence meeting in Chicago are presented in chapter VII, including papers on education status at the turn of the century, and on alcohol physiology and superintendence with a discussion paper on that subject. The next chapter covers schoolteachers' role in the struggle against alcoholism, while chapter XXI, the last chapter, discusses temperance physiology. Chapters X, XI, and XII concern college students' adjustment to professional courses, justification for public high schools, and free rural high schools. The National Educational Association committee report on relationship between public libraries and public schools is found in chapter XIII. This includes sections on establishing village libraries, rural and small village libraries, small-library cataloging hints, the librarian's spirit and methods working with schools, certain typical libraries, and schoolroom libraries. Final chapters cover Central European education; public playgrounds and vacation schools; the Old South lectures and leaflets; statistics on public, society, and school libraries; British and Irish education; U.S. education periodicals, and a directory of chief state school officers, city superintendents, college presidents, and normal school principals. [For volume 2, see ED622192.]

Volume 1 begins with the Commissioner of Education's introduction and includes state school-system statistics. Chapter I covers education in Canada, Australia, and New Zealand. Chapter II presents children's growth statistics collected in Worcester, Mass., Toronto, Ontario, and Milwaukee. Chapter III addresses German university pension and insurance beneficiary regulations. Chapter IV presents a digest of school laws on governance, teachers, and schools for each state except Florida, Idaho, New Mexico, Utah, and Wyoming. Chapter V discusses the University of Paris during the Middle Ages. Chapter VI presents the proceedings of an Armstrong Association meeting on the work and influence of Hampton Institute, including a letter from former U.S. president Grover Cleveland and addresses by Andrew Carnegie, Harvard president Charles W. Eliot, Hampton principal H.B. Frissell, and Booker T. Washington. Chapter VII addresses public school temperance instruction and the liquor question, with reports from Connecticut, New York State, and Massachusetts, as well as information on Prussian temperance instruction. Chapter VIII presents early English writers' notices on education from 1578 to 1603. Subsequent chapters address German juvenile criminality; Southeastern Alaska's Hlingit language grammar and vocabulary; the Swedish education system; British and Irish education in 1903; and English higher education, i.e., secondary, technical, and evening schools, and the 1902 law requiring councils to support schools higher than elementary schools. Chapters XIV and XV cover education at the St. Louis Exposition, including state and territorial and educational institution exhibits. Chapter XVI discusses the final establishment of the American common school system in North Carolina, South Carolina, and Georgia between 1863 and 1900. Chapter XVII reprints the Alaskan-education general agent's 1890 preliminary report and 1892 report on introducing domestic reindeer into Alaska. Chapter XVIII offers "A Definition of Civilization," the Indian Industrial School commencement address by W.T. Harris, and papers by Harris on "Art Education the True Industrial Education" and "The Intellectual Value of Tool Work." Chapter XIX is a list of U.S. education periodicals. Chapter XX is a directory of chief state school officers, city superintendents, college presidents, pedagogy professors and university and college pedagogy department heads, and normal-school principals. [For Volume 2, see ED620501.]

This is Volume 1 of the Report of the Commissioner of Education for the Year 1892-93, containing Parts I and II. This volume begins with the Commissioner of Education's Introduction. Part I covers the topics: (1) Statistical Summaries; (2) Illiteracy in the United States; (3) System of Public Education in Belgium; (4) Elementary Education in Great Britain; (5) Education in France; (6) Education in Ontario, New Zealand, and India; (7) Recent Developments in the Teaching of Geography in Central Europe; (8) The Common School System of Bavaria; (9) Education in Uruguay; (10) Child Study; (11) Bibliography of Herbartianism; and (12) Name Register. Part II, Education and the World's Columbian Exposition, covers the topics: (1) Programme of the International Congress of Education and Addresses of Welcome; (2) American Views and Comments on the Educational Exhibits; (3) German Criticism on American Education and the Educational Exhibits; (4) French Views upon American Education and the Educational Exhibits; (5) Medical Instruction in the United States as presented by French Specialists; (6) Notes and Observations on American Education and the Educational Exhibits, by Italian, Swedish, Danish, and Russian Delegates; (7) American Technological Schools; (8) Higher Education of Women in Russia; (9) Papers Prepared for the World's Library Congress; and (10) Notes on Education at the Columbian Exposition. [For "Report of the Commissioner of Education for the Year 1892-93. Volume 2. Containing Parts III and IV," see ED622070.]

The educational movements that have been taking place in Great Britain during the past two or three years have aroused widespread interest among teachers and publicists in this country. This report is an attempt to analyze these movements and to indicate their significance in the broader movement for reconstruction. The educational reforms that have already been introduced and the developments that are promised for the future are not merely the result of an emotional reaction induced by the war. Their meaning will be entirely lost unless their position in the wider program is realized. The present report aims accordingly to give in broad outline the general features of the developments of the past few years. It makes no attempt to deal exhaustively with the course of educational spotlight or progress during this time. In many cases, this would be impossible. The influences of the war on education have not yet spent themselves and to that extent it has not been deemed wise to deal with certain topics that will bear fruitful study at a later date. This paper deals with the course of education and school medical inspection during the past few years, with the proposals for the reform of secondary education, with the various Government reports on different branches of education, and finally with the developments that led up to the passage of the education act in England and the significance of the act itself. A similar but briefer account is given of educational conditions in Scotland. Ireland is included although her educational system is unlike those of England and Wales or Scotland. Contents include: (1) Introduction; (2) England: The schools during the war; (3) Medical inspection of schools; (4) Education of working boys and girls; (5) Secondary education during the war; (6) The position of science in the educational system; (7) Position of modern languages; (8) Tendencies in secondary education; (9) Salaries and pensions; (10) Adult education; (11) Educational reconstruction and public opinion; (12) Education Act, 1918; (13) Scotland: The schools during the war; (14) Teacher's salaries; (15) The reform of education; and (16) The Scottish education bill. [Best copy available has been provided.]