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✒ In History: ‘The Ventilation and Warming of School Buildings’ (1887)
‘In those school-rooms where ventilation is imperfect and the air impure, six sevenths of the money expended to educate a child is wasted.’
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The Ventilation and Warming of School Buildings (1887)
By Gilbert B. Morrison
Published by D. Appleton and Company, New York. 1887.
Accessed 10 Apr 2024
Preface (p.xxii)
❦ ‘I am fully convinced that people are prematurely dying by thousands simply from a lack of correct and positive convictions concerning impure air; for, when the true nature of a danger is fully appreciated, the requisite means to avert it will generally be found.’
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Chapter II: The Effects Of Breathing Impure Air (pp.20-23)
❦ ‘Impure air is also believed by the best authorities to be one of the principal causes of epidemics. Dr. Carpenter, than whom there is no abler authority, says:
“It is impossible for anyone who carefully examines the evidence to hesitate for a moment in the conclusion that the fatality of epidemics is almost invariably in precise proportion to the degree in which an impure atmosphere has been habitually respired.”
The Board of Health of New York conclude that forty per cent of all deaths are caused by breathing impure air.
In view of such alarming facts, this same board declares:
“Viewing the causes of preventable diseases, and their fatal results, we unhesitatingly state that the first sanitary want in New York and Brooklyn is ventilation.”
Direct experiment proves that the air in our school-rooms is impure in almost all cases, and in a majority of them to a degree far beyond the danger line.
In view of these facts, and the results as proved by the authorities above cited, why is it regarded by the public with such indifference?
When a school-house is blown down by a hurricane, killing and maiming a score of children, it is justly regarded as a great calamity; a vacation is given to quiet the excited fears of parents and children; investigating committees are appointed to locate the responsibility, and the faces of the whole populace are blanched with apprehension.
Why is this?
Why does the intelligent parent send his child to a school-room poorly ventilated and crowded with children, some of whom are breathing into a stagnant air the germs of disease and death, while others, from unwashed bodies, are delivering into it their deadly emanations, and all without a protest on the part of those even who provide proper hygienic conditions at home?
It is because the effects of the one are immediate, occupy little time, the number killed can be actually counted, and the exact magnitude of the calamity estimated all at once.
In the other case the process is slower, but of far greater extent; the actual results are by the general public less definitely known, and custom and attention to other matters divert the attention, and the deadly destruction of the innocents by impure air goes on silently, constantly, and powerfully.
While noisy demonstrations like that of the cyclone attract attention, and inspire fear and terror, it is in the silent forces that the danger lies.
Nature’s most destructive forces, as well as her strongest constructive ones, are silent in their operations; but when Science detects a silent, insidious enemy to human welfare, it is not only our duty to assume an attitude of self-defense and self-protection, but it should be regarded as folly not to do so.’
❦ On high CO₂ levels connected to poor performance in schools:
‘The effects of breathing impure air thus far considered are pathological, but it has its pedagogical and economical aspects. Every observing teacher knows the immediate relation between the vitiated air in the school-room and the work he wishes the pupils to perform.
Much of the disappointment of poor lessons and the tendency to disorder are due directly to this cause.
The brain unsupplied with a proper amount of pure blood [oxygen] refuses to act, and the will is powerless to arouse the flagging energies; the general feeling of discomfort, dissatisfaction, and unrest which always accompanies a bad state of the blood.
From an economical standpoint it would, of course, be impossible to estimate the financial waste of breathing impure air, but it can not but be enormous.
In any discussion of the feasibility of incurring the additional expense of the most perfect ventilation, this loss occasioned by the want of such ventilation must not be ignored.’
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Chapter III: The Air (pp.25-26)
❦ On ventilation, air filtration, and the super-spreading of diverse diseases in classrooms:
‘Wherever an unusual amount of unwholesome matter is being evolved, there especially should the purifying conditions be present; air in such places, to remain pure, must be changed in rapid succession, in order that dilution, diffusion, and oxidation may fulfill their legitimate functions.
In a school-room the contaminating process can not but be rapid, and wherever ample provision is not made for rapidly changing the air of the room a dangerous condition of affairs is sure to exist.
Bacteria of many forms, and spores of fungi, are also found in the air, and all these organisms are known to thrive in the organic impurities found in the air.’
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Chapter IV: Examination Of The Air (p.33)
❦ On measuring CO₂ levels as a proxy to establishing content of (infectious) re-breathed air:
‘A complete analysis of impure air comprehends the quantitative and qualitative tests for carbonic [sic] dioxide, free ammonia, and other nitrogenous matter, oxidizable matters, nitrous and nitric acids, and hydrogen sulphide; but for ordinary practical purposes the determination of the CO₂ is by far the most important, and is ordinarily the only one which need be made.
While the poisonous qualities of the air are not wholly due to the presence of the CO₂ per se, the amount of this gas found to be present is, in air made impure by respiration, generally a good measure for other impurities to which the poisonous quality is principally due.
Owing to this fact, a careful test for the amount of CO₂ contained in a given atmosphere is generally the only one which need be made where air is tested merely to determine its respiratory purity.’
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📖 (Accessed 10 Apr 2024 ~ D. Appleton & Company / Google Books) The Ventilation and Warming of School Buildings ➤
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My thanks to Maarten De Cock for alerting me to this gem of a book. ➲
📖 (Accessed 10 Apr 2024 ~ D. Appleton & Company / Google Books) The Ventilation and Warming of School Buildings by Gilbert D. Morrison ➤
‘Every person exhales carbon dioxide (CO₂).
SARS-CoV-2-positive people exhale airborne virus particles at the same time. While we cannot detect virus particles in the air, we can detect CO₂.
This means measured indoor CO₂ levels can serve as a proxy, or an approximation, of the quantity of virus in the air that you are breathing.
As the measured CO₂ levels in an enclosed space increase, you are breathing more air that has been in other people’s lungs.
This is referred to as “re-breathed” air.
An increase in re-breathed air increases the risk of exposure to (and transmission of) SARS-CoV-2 – not to mention cognitive impairment (at 1,000+ ppm), and cognitive dysfunction (>2,500+ ppm).’

© 2024 Ruth Brooker (@erbrooker), Nathalie Elodie (@Nat_E_Pearson) and @CleanAirClassrm.
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❦ Further reading on schools, transmission, children, and clean air
❦ SARS-CoV-2 – the virus that causes Covid-19 – is airborne.
➲ On airborne transmission of Covid-19 (2024) ➤
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❦ ‘There is robust evidence supporting the airborne transmission of many respiratory viruses, including measles virus, influenza virus, respiratory syncytial virus (RSV), human rhinovirus (hRV), adenovirus, enterovirus, severe acute respiratory syndrome coronavirus (SARS[-CoV-1]), Middle East respiratory syndrome coronavirus (MERS-CoV), and SARS-CoV-2.’
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Airborne transmission of respiratory viruses (2021) ➤
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❦ ‘The magnitude of the outbreak illustrates how younger children infected from diverse pediatric facilities can be a major source of widespread household transmission with the potential to facilitate community transmission in the era of the Omicron variant.’
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❦ ‘Parents should not be put in a position in which they are being forced to choose between their child’s health and their child’s education.’
➲ On children, education, risk and stating the obvious (2023) ➤
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➲ On students, schools, supply teachers and the cost of sickness (2023) ➤
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❦ ‘The law imposes a responsibility on the employer to ensure safety at work for all their employees. Failure to do so could result in a criminal prosecution in the Magistrates Court or a Crown Court.
Failure to ensure safe working practices could also lead to an employee suing for personal injury or in some cases the employer being prosecuted for corporate manslaughter.’
➲ Health & Safety At Work Act (1974) ➤
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❦ ‘Long COVID impacts children of all ages. Fatigue, headache, dizziness, dyspnoea, chest pain, dysosmia, dysgeusia, reduced appetite, concentration difficulties, memory issues, mental exhaustion, physical exhaustion and sleep issues were between 2 and 36 times more likely in individuals with Long COVID aged 15-19.’
➲ Long COVID in children (2023) ➤
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❦ “The price that children pay for being so good at getting rid of the virus in the first place is that they don’t have the opportunity to develop ‘adaptive’ memory to protect them the second time they are exposed to the virus.”
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❦ ‘Death is not the main risk facing most children. Disability is. Research shows the risks of harm and disability from COVID infection are serious, and risks accumulate with additional reinfections.’
➲ Treating kids as invulnerable is treating them as disposable (2023) ➤
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❦ ‘The prevalence of Long COVID in children and adolescents was 25.24%.’
➲ Long COVID in children and adolescents: a systematic review and meta-analyses (2022) ➤
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❦ ‘Fatigue in this [adolescent] population often leads to difficulty with physical and cognitive activity, which can limit participation in school, extracurricular activities, and sports.’
➲ Long-Term COVID-19 Sequelae in Adolescents (2022) ➤
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❦ ‘Symptoms such as fatigue, headache, muscle and joint pain, rashes and heart palpitations and issues such as lack of concentration and short-term memory problems were particularly frequent and confirm previous observations, suggesting that they may characterize this condition.’
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❦ ‘A recent US Centers for Disease Control and Prevention (CDC) analysis of 1.4 million children aged under 12 years and 1.7 million adolescents aged 12-17 years found increased rates of asthma, myocarditis and cardiomyopathy, cardiac dysrhythmias, diabetes, renal failure, venous thromboembolism, and coagulation disorders in children with laboratory-confirmed COVID-19 compared with children without COVID-19.’
➲ Balancing the medical and social needs of children during the COVID-19 pandemic (2023) ➤
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❦ “I think a big problem is that many people’s conceptions of morality do not extend to invisible viral transmission and indirect chains of harm.”
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Comment:
On choices and consequences (2023) ➤
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➲ Comment: On shared air and swimming pools (2024) ➤
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❦ Ryan Hisner pulls apart the real-life Animal Farm theatre playing out between Man, Pig and The Economy in his 2022 essay on swine, clean air, and bringing home the bacon.
➲ On pigs, clean air, and bringing home the bacon ➤
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➲ Elsewhere at C19.Life ~ On Transmission ➤
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➲ Elsewhere at C19.Life ~ On Babies and Children ➤
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