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The image is a page from a document or book containing an article titled "Edgell Writes of Aims of School of Architecture." The article is written by Dean George E. Edgell and discusses the establishment and goals of the Harvard School of Architecture.

Key points from the article include:

1. Historical Context: The article outlines the development of architectural education at Harvard, starting with the establishment of the Lawrence Scientific School in 1847, which included architecture as a subject. The School of Architecture was formally established in 1912.

2. Purpose and Aims: The school aims to train creative architects who can contribute to the development of American architecture. It emphasizes the importance of practicality and imagination in architectural design.

3. Curriculum and Training: The curriculum is designed to provide a broad training that includes both practical and theoretical aspects of architecture. The article mentions that the school aims to keep up with the rapid development of American architecture by training talented individuals.

4. Comparison with Other Institutions: The article compares the Harvard School of Architecture with other institutions like the Beaux-Arts in France and the Royal Academy in England. It highlights the unique approach of Harvard, which focuses on a more comprehensive and practical training.

5. Faculty and Students: The article discusses the qualifications and roles of the faculty members, who are expected to have both practical experience and theoretical knowledge. It also mentions the selection process for students, emphasizing the importance of talent and potential.

6. Future Goals: The school aims to continue improving its curriculum and training methods to meet the evolving needs of the architectural profession. It also seeks to maintain a high standard of education and contribute to the advancement of architectural knowledge.

The article is detailed and provides insights into the educational philosophy and goals of the Harvard School of Architecture during that time.

EDGELL WRITES OF AIMS OF SCHOOL OF ARCHITECTURE

By Dan George E. Edgell

CRITICISM, June 19, 1926

Seeks Out Talented Men to Keep Up With Rapid Development of American Architecture

GIVES BROAD TRAINING

Practicality and Imagination Chief Qualities Needed—Design the Most Important Subject

The following article outlining the development of the Harvard School of Architecture and its present aims is the second of a series of articles by Dean George E. Edgell.

Architecture has been taught in Harvard since the lectures of Professor Charles Eliot Norton, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor Charles W. Eliot, in 1874, and probably earlier. The first formal course, however, was part of the history of architecture given by Professor

The image is a newspaper clipping of an article titled "Edgell Writes of Aims of School of Architecture." The article is dated Saturday, October 12, 1929, and is written by G. Holmes Perkins.

Summary of the Article:

Headline:

• "Seeks Out Talented Men to Keep With Rapid Development of American Architecture"

Subheading:

• "Gives Broad Training"

Author:

• Written by the newly appointed head of the Harvard School of Architecture, Dr. George E. Edgell.

Content:

Introduction:

• Dr. Edgell discusses the aims and philosophy of the Harvard School of Architecture. He emphasizes the importance of nurturing creativity and imagination in students.

Key Points:

1. Architectural Education:

   • Architecture has evolved significantly over the centuries, from the practical builders of the past to the modern era where architecture is considered a fine art.
   • The Harvard School of Architecture aims to provide a comprehensive education, integrating creative and practical aspects.

2. Training Creative Architects:

   • The school believes in identifying and training creative minds to ensure the future of architecture remains vibrant and innovative.
   • Edgell stresses that the curriculum is designed to encourage students to think creatively and develop their unique architectural styles.

3. Educational Approach:

   • The school employs a broad and flexible curriculum, allowing students to explore various aspects of architecture.
   • The aim is to produce graduates who are not just technically proficient but also capable of contributing original and creative ideas to the field.

4. Importance of Imagination and Practicality:

   • The article underscores the necessity of combining imagination with practical skills.
   • Students are encouraged to embrace both artistic creativity and technical knowledge to become well-rounded architects.

5. Future Goals:

   • Edgell expresses the school's commitment to adapting and evolving its curriculum to meet the changing demands of the architectural profession.
   • He highlights the importance of maintaining a balance between tradition and innovation.

Conclusion:

• The article concludes with an emphasis on the school's dedication to fostering a new generation of architects who are prepared to lead and innovate in the field of architecture.

Additional Notes:

• The article is written in a detailed and informative manner, reflecting on the historical context and future directions of architectural education.
• Edgell’s vision for the Harvard School of Architecture includes a strong focus on creativity, adaptability, and the development of individual talent.

The image is a newspaper clipping from June 1926, featuring an article titled "Edgell Writes of Aims of School of Architecture." The article discusses the Harvard School of Architecture and its emphasis on practical and imaginative qualities in architecture.

Key points of the article include:

1. Historical Context:

   • The Harvard School of Architecture was established in 1874 by Professor Charles Follen McKim, with the first dean being Richard Morris Hunt.
   • The school's curriculum was initially focused on the Beaux-Arts style, emphasizing classical architectural principles.

2. Current Curriculum and Goals:

   • The article discusses the school's aim to train architects who are both technically skilled and imaginative.
   • It highlights the importance of understanding the history and principles of architecture, while also encouraging students to innovate and think creatively.

3. Practical and Theoretical Training:

   • The school integrates practical and theoretical training, with students working on both design and construction projects.
   • Emphasis is placed on the importance of understanding the technical aspects of architecture, such as the use of materials and the principles of construction.

4. Curriculum Structure:

   • The curriculum spans five years, with a strong focus on the fundamentals of design and drawing.
   • The article mentions the integration of courses in fine arts, history, and related fields to provide a well-rounded education.

5. Innovation and Adaptation:

   • The school aims to keep up with modern architectural trends and technologies while maintaining a solid foundation in traditional principles.
   • The article mentions the influence of modern architecture and the need for architects to be versatile and adaptable.

6. Faculty and Resources:

   • The school's faculty is experienced and dedicated to providing students with a comprehensive education.
   • The article mentions the availability of various tools and resources to aid in the learning process.

7. Student Projects and Exhibitions:

   • There is a focus on student projects and exhibitions, which are crucial for showcasing the students' work and gaining feedback.
   • The school encourages students to participate in competitions and design challenges to foster creativity and innovation.

8. School Life and Community:

   • The article touches on the social aspects of school life, emphasizing the importance of community and collaboration among students and faculty.
   • It highlights the school's efforts to create a supportive and inspiring environment for students.

The article concludes with a positive outlook on the future of the Harvard School of Architecture, emphasizing its commitment to producing well-rounded and innovative architects.

The image is a scanned page from a newspaper or magazine article titled "Edgell Writes of Aims of School of Architecture," dated June 19, 1926. The article, written by Dan George E. Edgell, discusses the development and goals of the Harvard School of Architecture.

Key points include:

• History and Growth: The School of Architecture at Harvard was established in 1846, and the first degree awarded was in 1872.
• Architectural Education: The article emphasizes the importance of both practical and imaginative skills in architecture, noting that the school aims to prepare students for real-world challenges.
• Curriculum and Development: The school has evolved to meet the demands of modern architecture, with an emphasis on the development of creative abilities and understanding of architectural history.
• Practical Training: The article mentions the necessity for students to gain practical experience, such as through internships or working with established architects.
• Faculty and Resources: The school has a faculty of renowned architects and offers resources like the School of Fine Arts for broader artistic education.
• Student Life and Challenges: The author discusses the challenges faced by students in balancing their studies with practical experience, and the need for the school to adapt to changing demands.
• Future Outlook: The article expresses optimism about the school's future, suggesting it is well-equipped to prepare students for the evolving field of architecture.

The article concludes with a mention of the School of Architecture's efforts to maintain a balance between theoretical and practical education, ensuring that graduates are well-rounded and capable of contributing to the architectural profession.

The image shows a page from a publication featuring an article titled "Edgell Writes of Aims of School of Architecture." The article was written by Dan George E. Edgell and was published on June 19, 1926.

The main points of the article include:

1. Historical Context and Development of Architecture Education:

   • The School of Architecture at Harvard was established in 1879, following the graduation of Professor Charles F. Duell.
   • The School of Architecture was founded on the premise of practical and imaginative qualities needed for architects, emphasizing both the theoretical and hands-on aspects of the profession.

2. Focus on Creative Architecture:

   • The School aims to cultivate creative architects by encouraging students to become proficient in both technical and artistic skills.
   • The curriculum includes elements like drawing, design, and history of architecture to instill comprehensive knowledge and creativity.

3. Importance of Individuality:

   • Students are encouraged to develop their own styles and preferences, which is essential in the field of architecture.
   • The article stresses that the School of Architecture is committed to producing architects who are both skilled and imaginative.

4. Practical Training and Student Involvement:

   • The article highlights the importance of practical training and the involvement of students in various aspects of the architectural projects.
   • It discusses the School's emphasis on real-world experience and the use of hands-on projects to teach students.

5. Challenges and Considerations:

   • It mentions the challenges of maintaining a balance between academic rigor and practical application.
   • The School's approach is to provide a well-rounded education that includes both theory and practice, ensuring students are prepared for professional practice.

The overall message of the article is to highlight the School of Architecture’s commitment to fostering creativity, practical skills, and comprehensive understanding among its students.

This image appears to be a photograph of an open book displaying two pages. The left page is mostly visible, with the right edge slightly covered by the right page, which is only partially visible. The left page exhibits an article with the bold heading "EDGELL WRITES OF AIMS OF SCHOOL OF ARCHITECTURE". Below the heading, there's a subtitle "Crimson Saturday, June 12, '26". Beneath the headlines, the article discusses the aims and goals of a specific architecture school, providing information about the breadth of training, the quality of imagination and design, and other aspects of the educational program. The author of the article is George E. Edgell.

The article is written in a formal, informative style and is arranged into several columns. Based on the date in the subtitle, the content seems to be from the early 20th century (1926). Given the historical nature of the document and the subject matter, it is likely of interest to those studying the history of architectural education or the specific institution mentioned.

The physical condition of the book suggests it is old as indicated by the yellowing of the pages and the visible wear on the paper's edges. The page numbers are not visible in the photo. The book's curved, discolored pages convey a sense of age and use.

The image depicts a newspaper article titled "Edgell Writes of Aims of School of Architecture," published in the Crimson on Saturday, June 12, 1926. The article discusses the aims and educational philosophy of the Harvard School of Architecture, particularly its focus on training talented men to keep up with the rapid development of American architecture. The main points emphasize the importance of broad training, integrating practical skills and imagination, the need for design as a key subject, and the evolving structure and requirements of architectural education. The article outlines historical developments in architecture teaching at Harvard, highlights the roles of various instructors, and discusses how architecture education prepares students for their professional careers. It touches on topics like the integration of architectural design and construction, the emphasis on both technical and creative aspects, and the future direction of the architectural profession.

The image shows an open book with two visible pages. The left page displays the title "EDGELL WRITES OF AIMS OF SCHOOL OF ARCHITECTURE" prominently at the top, indicating that the content is an article or essay discussing the goals and objectives of an architecture school. The subtitle reads, "Seeks Out Talented Men to Keep Up With Rapid Development of American Architecture," suggesting a focus on the importance of attracting and nurturing skilled individuals in the rapidly evolving field of architecture.

The article is dated Saturday, June 12, 24, and is attributed to Dean George E. Edgell of the Harvard School of Architecture. The text discusses the role of architecture schools in training architects, emphasizing the need for broad education, practical skills, and imagination. It touches on the challenges faced by architecture schools in keeping pace with the rapid advancements in the profession and the importance of selecting and nurturing talented students.

The right page continues the article, delving deeper into the subject matter. It discusses the evolving nature of architecture, the role of schools in fostering creativity and technical proficiency, and the necessity of adapting curricula to meet the demands of a changing field. The text is formatted in a traditional newspaper or magazine style, with dense paragraphs and a structured layout typical of early 20th-century publications.

The pages are aged, with visible signs of wear, such as discoloration and slight warping at the spine, suggesting the book is an antique or historical document. The paper has a slightly yellowed tone, indicative of its age. The overall presentation conveys a sense of historical significance, likely from the early 20th century, given the context and style of the content.

The image appears to be a scanned page from an old book or magazine. The page contains an article titled "EDGELL WRITES OF AIMS OF SCHOOL OF ARCHITECTURE" published in the June 12, 1913 issue of The Crimson. The article discusses the development and training provided by the Harvard School of Architecture, emphasizing the importance of design and imagination in architecture education. It highlights the broad curriculum offered by the school, covering various aspects of architecture from history and theory to practical skills and craftsmanship. The article also touches upon the challenges and demands of architecture as a profession, as well as the school's efforts to maintain high standards and attract talented students.