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Volume 2 begins with discussion of Hopkins Grammar School history, Greek language issues, and Justin S. Morrill's legislative career. Miscellaneous topics cover Indian Territory, backward children in public schools, U.S. engineering education, Christian Brothers schools founder St. Jean Baptiste de La Salle, public library development, Delft's Hugo Grotius celebration, why and how students leave school and promoting higher-grade attendance, how to best educate the future businessman, elastic grading, and a Cuban teachers' expedition to Cambridge, Mass. Consular reports cover Nobel science prizes, eastern Siberia, the Vladivostok eastern languages institute, Scottish commercial education, German chemical foods, a time-reckoning method in Spain, German view of U.S. development, German education, German cities, technology school degrees, Canadian crime, Swedish school gardens, German crime statistics, and Prussian illiteracy. Sociology reports from the 1900 Paris Exposition are included in Chapter XXVIII, and exposition education coverage is in Chapter XXX. Chapter XXIV discusses Philippine, Cuban, Puerto Rican, Hawaiian, and Samoan education, while Chapter XXXI addresses French education. Chapters XXXII and XXXIII include the Alaskan education report and the 10th annual report on introduction of domestic reindeer into Alaska, respectively. Subsequent chapters cover city school systems, institutions of higher education, professional schools, agricultural and mechanical colleges, normal schools, secondary school statistics, manual and industrial training, commercial and business schools, education of the colored race, reform school statistics, schools for the defective classes, public kindergarten statistics, and foreign elementary education statistics. Chapter XLVI, on current topics, discusses teachers' pensions and annuities, corporal punishment, vaccination requirements, pupil transportation in light of consolidated schools' growth, second-hand books and disease transmission, veto of Missouri compulsory attendance law, teachers' experience in certain cities, high school costs, women in school administration, 1899-1900 benefactions, U.S. compulsory education and child labor law summary, free text books, U.S. and foreign coeducation, and teacher salaries. [For volume 1, see ED622191.]

Volume I of the 1888-1889 "Report of the Commissioner of Education" is in the two parts and begins with the Commissioner of Education's introduction which includes general statistics; grade of instruction; school property; education in the south; comparison of German, French, and American schools; course of study; the educational systems of Europe, England, and France; the schools of German-speaking countries, Italy, Sweden, and Finland; education in Spain and Brazil; education of teachers, manual training, etc.; two chief interests in the present movement; and the conflict between the college and the common school. This volume contains: Part I -- General and Comparative Exhibit of Education in the United States and Foreign Countries: (1) General Statistical Exhibit of Education in the United States; (2) A Comparison of the Schools of the United States, Germany, and France; (3) Detailed View of the Educational System of England; (4) The Educational System of France; (5) Bird's-Eye View of the Schools of Germany, Austria, Hungary, and Switzerland; (6) The School System of Italy; (7) Education in Sweden and Finland; (8) Education in Spain; (9) Education in Brazil; and (10) Name Register. Part II -- Normal Schools, Manual Training Schools, Courses of Study, etc.: (1) The Inception and Progress of the Normal School Curriculum; (2) The Teaching Force of New England from 1866 to 1883; (3) Professional Work in the Normal Schools of the United States; (4) The "New Plan" of the Trustees of the Peabody Fund in 1878; (5) Courses of Study in City Public Elementary Schools; (6) Manual and Industrial Training; (7) Religious Instruction in Public Schools; (8) Coeducation of the Sexes; (9) Compulsory Attendance Laws; (10) State Text-book Laws and Systems; (11) Powers of City School Boards with regard to School Sites and Buildings; (12) Discussions of Educational Questions, chiefly by School Officials; (13) The University of the Future; (14) Fellowships in Colleges and Universities; and (15) School Savings Banks. [For Volume II, see ED617449.]

Volume I begins with the Commissioner of Education's introduction and a survey of education progress from 1900 to 1910. Subsequent chapters cover higher education, education legislation, recent progress in city schools, U.S. library extension programs, current education topics across education sectors and jurisdictions, industrial-education progress, a school for homemakers, agricultural education, rural uplift in foreign countries, education Puerto Rico, foreign education, and the report of the First Universal Races Congress. Also included is a directory of chief state school officers, city superintendents, single-sex and coeducational college and university presidents, school of technology presidents, university and college pedagogy department heads and professors, normal school principals, and national and sectional education associations. [For Volume II, see ED620906.]

In Volume I, the Commissioner of Education introduces topics to be covered in the report. Chapter 1 covers current education topics, including work of boards and commissions, education associations, student aid, education standardization, public school teacher training, teacher salaries and pensions, tenure, international relations education, health and hygiene, playgrounds, compulsory education and child-labor laws, and education of the colored race. Chapter 2 covers education-related legislation in the second session of the 60th Congress. Subsequent chapters concern state education associations, insular education, foreign education, college and student periodicals received by District of Columbia libraries. Also included is a directory of chief state school officers, city superintendents, single-sex and coeducational college and university presidents, school of technology presidents, university and college pedagogy department heads and professors, and normal school principals. [For Volume II, see ED620728.]

Volume I begins with the Commissioner of Education's introduction of the 1908 report. Chapter I is on current topics and discusses education relations, including professor, teacher and student exchanges. International congresses are discussed, including the first international congress of mothers, parents' national education union, universal congress on the Esperanto language, international congresses on advancing drawing and art teaching, historical sciences, orientalists, the blind, moral education, domestic economy and home industry instruction, the Peninsular War, and the Pan-American scientific congress. Education commissions in Illinois, Iowa, Kansas, Kentucky, Maryland, Massachusetts, New Jersey, Pennsylvania, Virginia, Washington, and North Dakota are covered. The work of several education boards and associations are summarized. Additional current topics covered are teachers' colleges, agriculture and mechanic arts teacher training, graduate schools, establishing a National University of the United States, industrial education, journalism courses, coeducation in the U.S. and foreign countries, school hygiene, compulsory attendance and child labor laws, public school fraternities, student advisors, teacher pension funds, school-official changes, and short miscellaneous news. Chapter II covers education-related legislation considered in the first session of the 69th Congress by agency, proposed legislation, and state public-education legislation from October 1, 1906, to October 1, 1907. Chapter III and Chapter IV provide data and discussion on education across sectors in Porto Rico [sic] and in the Philippines, respectively. Chapter V reviews modern higher education in Spanish-American countries. Chapter VI addresses British and Irish education in 1907-08, including education bills before Parliament, education across sectors, and education in London. Chapter VII provides data and discussion on French education across sectors as well as the Musée Pédagogique. Chapter VIII covers education in Central Europe, including Prussian school statistics, feeding German school children, suicide among German school children, Prussian teachers' salaries, Saxon normal school course, Prussian "middle schools," German-American secondary-school teacher exchange, German agricultural education, German girls' education, Prussian trade and vocational schools, and the Swiss school system. Chapter IX addresses current topics in foreign education, including German universities and government employment, Chinese education progress, reorganization of Prussian girl's schools, Belgian education administration, and Italian education. Chapter X lists foreign institutions of higher education in 1907. Chapter XI provides an educational directory of chief state school officers; city superintendents; presidents of men's colleges, coeducational liberal arts colleges, and technology schools; women's college presidents; university and college pedagogy professors and department heads; and public and private normal school principals. [For Volume 2, see ED620664.]

After an introduction by the Commissioner of Education, chapters I and II of volume 1 cover reports from the Mosely Educational Commission to the United States. Chapter III addresses proceedings instituted to execute the Rhodes Scholarship Trust. Subsequent chapters cover French education, agriculture teaching in French and Belgian schools, businessmen's higher education in the United States and Germany, and Liberian education. Chapter VIII covers proceedings from the August 1905 International Congress for the Reproduction of Manuscripts, Coins and Seals in Liège, Belgium. Chapter IX presents New York State Education Commissioner Andrew S. Draper's address on the New York secondary school system given at the December 1904 joint meeting of the Associated Academic Principals, the Council of Grammar School Principals, the Science Teachers' Association, the Training Teachers' Conference, and the Drawing Teachers' Club of the State of New York. Chapter X features "Art Education an Important Factor in Industrial Development," an essay by Halsey Cooley Ives, director of the St. Louis School and Museum of Arts, and director of the departments of art at the Universal Expositions held in 1903 at Chicago and in 1904 at St. Louis. Chapter XI provides discussion and data on current topics: compulsory attendance and child labor laws, school consolidation and pupil transportation, free textbooks and supplies, public-school temperance instruction, North American Sunday schools, education periodicals, public-school religious exercises, city public-school corporal punishment, vaccination requirements, city teachers' length of service, German teachers' pensions, European higher commercial education, city superintendents' and teachers' salaries, and foreign countries' education statistics. Chapter XII covers miscellaneous educational topics: forestry instruction; American agricultural education and research, by A. C. True, director of the U.S. Department of Agriculture experiment stations; and Chinese education reform progress, by E.T. Williams, Chinese secretary of the American legation at Peking. Chapters XIII and XIV report on Alaskan education and the introduction of domestic reindeer into Alaska, respectively. Chapter XV covers inauguration of the American school system in Porto Rico from the beginning of American occupation to the present. Chapter XVI covers education in the Philippines. Subsequent chapters include an education directory of chief state school officers, city school superintendents, presidents of men's and coeducational liberal arts colleges, women's college presidents, technology schools, university and college pedagogy professors and department heads, and principals of normal schools; state school system statistics; city school system statistics, and discussion and data concerning universities, colleges, and technological schools. [For Volume 2, see ED620503.]

Chapter XXI of volume 2 covers St. Louis Exposition presentations by U.S. colleges and universities, while Chapter XXII includes foreign countries' presentations. Subsequent chapters provide discussion and statistics on length of teachers' service; city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional education; normal schools; secondary schools; manual and industrial training; commercial and business schools; nursing schools; schools for the colored race; reform schools; schools for the defective classes, including the blind, deaf, and feeble-minded; and Alaskan education. Chapter XXXVII current topics include compulsory attendance and child-labor laws, school consolidation and pupil transportation, free textbooks and supplies, public school temperance instruction, teachers' pensions, corporal punishment, coeducation, women in school administration, European higher commercial education, U.S. city school boards' legal status, school children's vaccination requirements in certain U.S. cities, 1903-04 school and college enrollment, U.S. teachers in 1903-04, denominational religious schools across education sectors including orphan asylums, North American Sunday schools, U.S. social settlements, the Carnegie Institution, foreign students in German institutions of higher education, Nobel prizes for scientific and benevolent discoveries, Cuban education, attendance at Central European seats of higher learning, foreign countries' elementary education, Argentine Republic regulations for U.S. professional school graduates, education benefactions, city teachers' salaries, and 1904 foreign institutions of higher education. Chapter XXXIX miscellaneous education topics include essays on the measure of a teacher' efficiency, the college woman, old and new teaching methods, Argentine practical and industrial education, and Sir Isaac Pitman and his services to phonography. [For Volume 1, see ED620500.]

Volume 2 begins with Chapter 28 and the coeducation of the sexes in the United States. Other chapters cover: (1) the present educational movement in the Philippine Island by Fred W. Atkinson, general superintendent of public instruction in the Philippines; (2) list of foreign universities and other institutions of higher education; (3) general report on education in Alaska; (4) the eleventh annual report on the introduction of domestic reindeer into Alaska (ED613527); (5) consular reports; (6) city school systems; (7) universities, colleges, and technological schools; (8) professional and allied schools; (9) agricultural and mechanical colleges; (10) statistics of normal schools; (11) statistics of secondary schools; (12) manual and industrial training; (13) commercial and business schools; (14) education of the colored race; (15) statistics of reform schools; (16) schools for the defective classes; and (17) instruction in mining. The report concludes with current and miscellaneous topics in education. [For Volume 1, see ED620493.]

The Commissioner's introduction to Volume 1 includes state school system statistics. Chapter I addresses vacation schools, playgrounds, and settlements, with discussion of poor children in major cities, playground conditions, playground social conditions, play psychology, and settlement-movement history. Subsequent chapters cover laws concerning agricultural and mechanical land-grant colleges, British and Irish education, London school board education administration, and American universities. Chapter VI offers education articles by early English writers. Denver Superintendent of Schools Aaron Gove gives an overview of U.S. public school systems in Chapter VII. Subsequent chapters cover the Southern educational movement; common school establishment in West Virginia, Maryland, Virginia, and Delaware between 1863 and 1900; current teacher-certification status; secondary education, including its history and current issues; and French education. Consular reports in Chapter XIV concern the Hebrew school of agriculture in Germany, the German colonial school in Witzenhausen, Saxon commercial education progress, continental European commercial education, German industrial and trade schools, school savings banks, technical education's influence, Quebec agriculture schools, education and crime elimination, European industrial education, the Moseley Industrial Commission inquiry, Japan's prison population, public school in the German Empire and in Prussia, German girls' commercial education, Liberia's education system, German industrial supplementary schools, women's admission to a German university, medical supervision of Berlin and Paris schools, and Russian schools. Subsequent chapters cover a list of foreign institutions of higher education; kindergarten; physical training; public, society, and school libraries; U.S. manual, industrial, and technical training; U.S. school and college coeducation; U.S. Catholic schools; state normal schools; the Bureau of Education's exhibit at the Louisiana Purchase Exhibition; a list of education periodicals; and a directory of chief state school officers, city superintendents, presidents of men's and coeducational liberal arts colleges, women's college presidents, technology school presidents, and principals of public and private normal schools. [For Volume 2, see ED619961.]

Volume 2 addresses German school courses of study, a report on the Chilean Education Congress and Exhibit, U.S. and foreign education necrology for 1902, and profiles of education benefactors and others who have devoted their lives to education. Chapter XXX's miscellaneous educational topics include remarks on education in America, a good urban school organization, how popular education's results justify its expense, the Commissioner's address at McKinley Manual Training School's dedication, and high school agricultural education. Chapter XXXI presents profiles of Emerson Elbridge White, Alice Freeman Palmer, Frank A. Hill, Charles Ammi Cutter, William E. Dodge, and Josiah Willard Gibbs. Subsequent chapters present statistics and discussion on city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional instruction; normal schools; secondary schools; manual and industrial training; commercial and business schools; nursing schools; schools for the colored race; reform schools; and schools for the defective classes, including the blind, deaf, and feeble-minded. Chapters XLIV and XLV discuss Alaskan education and the introduction of domestic reindeer into Alaska, respectively. Chapter XLVI covers education in the Philippines, Hawaii, and Cuba. Chapter XLVII's current topics discussed are compulsory attendance and child labor laws, school consolidation and pupil transportation, public school temperance instruction, Central European higher-institution students, North American Sunday school statistics, city school boards' legal status, public school Bible reading and religious exercises, teachers' pensions, corporal punishment regulations, coeducation, women in school administration, city school official and teacher salaries, education benefactions, Catholic school statistics, German university foreign students, U.S. school and college enrollment for 1902-03, reform of education in Roumania [sic], and foreign countries' elementary education statistics. [For Volume 1, see ED619960.]

This is Volume 2 of the Report of the Commissioner of Education for the Year 1891-'92, containing Parts 2 and 3. Part 2 covers the topics: (1) Name Register; (2) City School Systems; (3) Secondary Schools; (4) Universities and Colleges; (5) Colleges for Women; (6) The Place of University Extension in American Education; (7) The Relation of the Independent Colleges to the System of State Schools; (8) Rensselaer Polytechnic Institute; (9) United States Military Academy at West Point; (10) The Care of Truants and Incorrigibles; (11) Coeducation of the Sexes in the United States; (12) Education of the Colored Race; (13) Report on Education in Alaska; and (14) History of Summer Schools in the United States. Part 3 covers Statistical Tables. [For Volume 1, see ED622036.]

The article presents an encyclopedia entry for coeducational sport. The term coeducation is often used to refer to mixed classes. Coeducation in the classroom spread swiftly after World War II without causing controversy, but separate physical education (PE) classes were still taken for granted, not least because different male and female sports dominated the curricula for girls and boys. Mixed PE classes brought up fundamental questions about their purpose including what should be learned and taught in PE lessons, whether it was sufficient to teach motor skills and whether competition and striving for the improvement of performances play a central role.