As the times change, so does technology. But did you know that some of the biggest technological advances have been breakthroughs in the energy sector? Innovation in the energy sector has benefited schools over the decades by tackling challenges such as unreliable infrastructure, soaring utility bills, and a lack of control over energy sources.
In this blog, we’ll look back through the decades to see how energy in schools has changed and the initiatives UGI EnergyLink is taking on to prepare for the future.
Innovating for Comfort
Electricity was discovered well before it was harnessed for residential and commercial use. In the U.S., that shift began with Thomas Edison, who founded the Edison Electric Light Company in 1878 and set out to create a long-lasting light bulb. His first version burned for just 40 hours, but within a year he stretched that to 1,200 hours. After his invention, Edison quickly realized that selling light bulbs required him to provide power. In 1882, he opened the Pearl Street Station in New York City, the world’s first commercial power plant.
Back then, electricity was still a luxury, and businesses were the first to adopt it. By the 1890s, elite urban schools and universities followed. The first “all-electric” high school didn’t appear until the 1910s, and it wasn’t until the 1920s that new school constructions began to include electricity.
However, for most rural areas, none of this had reached the classroom yet. The typical American one-room schoolhouse still relied on large windows for sunlight, wood stoves for heat, and an oil lamp for the occasional early-morning or late-winter afternoon. It took the passage of the Rural Electrification Act of 1935 to change that, sending federal power lines across farmland.
Prior to the 1950s, the school year was built around escaping the summer heat, but as central HVAC systems were integrated into schools located in the American Sunbelt during the 1960s, that changed. The first day of school was moved earlier, from late September to early or mid-August.
Innovating for Efficiency
In 1973, an oil crisis struck. The price of oil quadrupled, causing energy shortages and exorbitant heating costs that forced school closures, delayed openings, and altered schedules. Schools turned off decorative lighting, limited hot water, and held strict thermostat caps. Some schedules were modified to four-day weeks, extended winter breaks, or adjusted bus routes that dropped children off closer to home.
Schools even began to rethink how their buildings were designed. Inefficient windows were replaced, heavy insulation was added, and older heating systems were retrofitted to burn more efficiently or transitioned to an alternative fuel (e.g., natural gas). The crisis even prompted changes in the curriculum, as students were taught the importance of resource management, turning off the lights, and understanding the geopolitical and economic impacts of relying on foreign oil.
When the crisis ended a year later, efficiency measures remained. In fact, new ones continued to be implemented. Energy audits became standard practice to determine where schools were wasting energy. Early mechanical timers were used on thermostats to automatically lower heat overnight and on weekends.
Efficiency measures like these eventually became standard practice. In 1991, the Environmental Protection Agency (EPA) introduced the Green Lights program, promoting efficient light systems in commercial buildings. This early program integrated into the launch of the ENERGY STAR label, which first appeared on computers and displays. As schools upgraded or replaced hardware throughout the 1990s, they naturally began adopting these devices, which have saved schools millions upon millions over the years.
Efficiency wasn’t only about using less energy; by the mid-1990s, it also meant gaining more control over how that energy was bought through deregulation. Schools could choose which supplier provided their power.
Innovating for Autonomy
The deregulation of natural gas and electricity was part of a broader shift that let commercial customers shop for suppliers instead of being locked into their local utility by default.
As a result, schools found they didn’t need to settle for default rates; they began negotiating contracts across multiple suppliers to find the best rate. Schools gained the ability to lock in either a predictable rate (fixed), market pricing (variable), or a mixture of the two: a hybrid rate. The level of financial control that came with choices like these allowed institutions to direct funds to other educational resources as they saw fit by saving on their utility bills.
UGI EnergyLink: Powering What’s Next
At UGI EnergyLink, we learn from history and plan for the future. We have the tools and resources to support our customers. The winter season for many means an increase in your utility bill, but it doesn’t need to. With our Winter Lock Program, we can lock in natural gas prices at a reasonable rate. For commercial businesses and schools alike, these rates leave our customers better prepared. With price security comes greater budget autonomy, making the winter months that much easier.
To this day, windows can still be inefficient, and heating systems can still be outdated, so we’re committed to keeping our customers educated on what to look for and how to fix it. For issues like these, an energy audit is the perfect way to assess where energy is being wasted across buildings. Another place to start is by benchmarking energy use with tools like the ENERGY STAR® Portfolio Manager®.
Let’s Power the Future Together
With our services spanning the Mid-Atlantic region, serving 42,000 customers, and a combined 140 years of experience, we can assist you with all your energy needs.
Whether it’s a school, restaurant, worship facility, or a small business, UGI EnergyLink commercial energy makes things easy. Check out our commercial energy guides as a first step to powering the future with us. Or contact the experts at UGI EnergyLink today to learn more.