Ruined saw blades on the wall in the saw filer room at Boise-Cascade. (1989)
Photographs of U.S. government program to study and help improve education. At the time of Lyndon Johnson's administration, this program was designed to promote integration.
Photographs of various facilities, such as downtown community school P.S. 101, a school in Bridgeport, for reports and studies for in-house publications.1967
Photographs of U.S. government program to study and help improve education. At the time of Lyndon Johnson's administration, this program was designed to promote integration.
Photographs of various facilities, such as downtown community school P.S. 101, a school in Bridgeport, for reports and studies for in-house publications.1967
Photographs of U.S. government program to study and help improve education. At the time of Lyndon Johnson's administration, this program was designed to promote integration.
Photographs of various facilities, such as downtown community school P.S. 101, a school in Bridgeport, for reports and studies for in-house publications.1967
Photographs of U.S. government program to study and help improve education. At the time of Lyndon Johnson's administration, this program was designed to promote integration.
Photographs of various facilities, such as downtown community school P.S. 101, a school in Bridgeport, for reports and studies for in-house publications.1967
Photographs of U.S. government program to study and help improve education. At the time of Lyndon Johnson's administration, this program was designed to promote integration.
Photographs of various facilities, such as downtown community school P.S. 101, a school in Bridgeport, for reports and studies for in-house publications.1967
Photographs of U.S. government program to study and help improve education. At the time of Lyndon Johnson's administration, this program was designed to promote integration.
Photographs of various facilities, such as downtown community school P.S. 101, a school in Bridgeport, for reports and studies for in-house publications.1967
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.---BIS_36C-14 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_34C-03a 004
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_11b-21a 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_28b-34a 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_144_03a-14 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_144_01a-23 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_144_02a-07 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_23b-18 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_144_07a-05 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_04b-26 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_144_08a-33 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_34C-27a 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_08b-26a 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_30C-23a 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_26b-18 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_19b-09 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_25b-30 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_144_01a-09 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.11BIS_144_03a-09 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.11BIS_144_05a-08 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.11BIS_144_05a-16 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.Debbie Meiers-educational innovator who championed the English Infant SchoolBIS_144_07a-029 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_01b-20 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_07b-14 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_16b-08a 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_16b-09a 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_19b-11 002
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_20b-14 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_23b-13 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_24b-17 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_26b-14 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_27b-09 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_28b-27a 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_27b-21 002
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_30C-05a 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_32C-36a 001
Innovative-English Infants School. New York City, 1970-Deborah Meirs' classroom; she later became an expert on improving public eduction. She put an emphasis on children learning through play rather than teaching, small class size, fostering children's curiosity and interest.BIS_36C-33 001
Photographs of U.S. government program to study and help improve education. At the time of Lyndon Johnson's administration, this program was designed to promote integration.
Photographs of various facilities, such as downtown community school P.S. 101, a school in Bridgeport, for reports and studies for in-house publications.1967
Photographs of U.S. government program to study and help improve education. At the time of Lyndon Johnson's administration, this program was designed to promote integration.
Photographs of various facilities, such as downtown community school P.S. 101, a school in Bridgeport, for reports and studies for in-house publications.1967
Photographs of U.S. government program to study and help improve education. At the time of Lyndon Johnson's administration, this program was designed to promote integration.
Photographs of various facilities, such as downtown community school P.S. 101, a school in Bridgeport, for reports and studies for in-house publications.1967
Photographs of U.S. government program to study and help improve education. At the time of Lyndon Johnson's administration, this program was designed to promote integration.
Photographs of various facilities, such as downtown community school P.S. 101, a school in Bridgeport, for reports and studies for in-house publications.1967
