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The image shows a page from the "Harvard Alumni Bulletin," specifically page 731. The content appears to be a critical analysis of an article written by someone referred to as "Dr. Voto." The text discusses the implications of Dr. Voto's arguments about New England and its professional men, suggesting that New England has lost its prosperity and stability, and that its residents are more cautious and less competent than in the past.

Key points include:

1. Critique of Dr. Voto's Article: The author of the text argues that Dr. Voto's article could be interpreted as an apology for New England's current state and a justification for its residents to rest their case. The author finds this approach problematic and potentially leading to debate.

2. Perception of New England: The text mentions that Dr. Voto portrays New England as having lost its former prosperity and stability, and that its current state is marked by caution and a lack of competence.

3. Balance and Influence: The author notes that Dr. Voto attempts to balance his arguments but ultimately leaves readers with the impression that he and New England have been wronged.

4. Pedagogic Quandaries: The text shifts to discussing the challenges faced by teachers, particularly when dealing with influential parents or students. It highlights the delicate balance teachers must strike between confidence and humility, especially when their influence seems diminished.

5. Privilege of Stimulating Thought: The author reflects on the privilege and terror of stimulating thought in others, noting that teachers often feel they have not exerted enough influence and may doubt their impact.

Overall, the page combines a critique of Dr. Voto's views on New England with a broader discussion on the challenges and responsibilities of teaching.

The image contains a page from the "Harvard Alumni Bulletin," specifically page 731. The text on the page discusses various themes related to New Englanders and the role of teachers.

1. New Englanders and Intellectuals:

   • The author humorously notes that New Englanders, who have "right ideas," might be viewed sarcastically as paying with "something perhaps a little better than their own coin."
   • DeVoto, the author, thinks New Englanders are more moderate and competent in their professions, often with a greater interest in their fields of practice.
   • DeVoto argues that New Englanders are typically frugal and exhibit stability and sanity, contrasting with the broader national trend.

2. Pedagogic Qualms:

   • The author discusses the vulnerability of teachers who might feel envy or resentment from parents who have achieved success in law or banking.
   • The text suggests that teachers, despite their influence over youth, might occasionally feel insecure or unappreciated, leading to moments of introspection and humility.

3. Privilege of Teaching:

   • The author emphasizes the privilege and responsibility of teaching, which involves influencing young minds.
   • The teacher's influence can be both awe-inspiring and terrifying, as it shapes the future of students.
   • There are times when teachers might feel their influence has been significant, akin to illuminating a hidden page and bringing inherent life to activities.

4. Moments of Reflection:

   • The author acknowledges that teachers can experience moments of privilege and confidence, but these should be balanced with humility.

The overall theme of the text is a reflective and somewhat philosophical exploration of the roles, perceptions, and responsibilities of teachers, particularly those in New England, and the unique challenges they face.

The image shows a page from the Harvard Alumni Bulletin. The page contains a text discussing a piece by DeVoto, likely referring to a critique of New Englanders' characteristics and behaviors.

Here's a detailed summary of the text:

1. Introduction and Critique:

   • The writer humorously suggests that New Englanders are paid to appreciate their own ideas, which may not always be the case.
   • DeVoto is noted for his view that New England professional men are more moderate and competent in their fields compared to others, often with a greater interest in science.
   • The article by DeVoto, however, is criticized for being overly self-satisfied and not presenting a balanced view.

2. Debate and Balance:

   • The writer argues that DeVoto’s article seems to suggest that New Englanders lack greatness or prosperity, which is a thesis that DeVoto does not support directly but seems to imply.
   • The text emphasizes that DeVoto’s article is taken up with the idea that New Englanders are frugal and have a stable, conservative way of life.

3. Pedagogical Qualms:

   • The writer expresses that even wise men are prone to be overly critical of others' professions and that teachers often encounter parents who are overly critical of their teaching methods.
   • The writer highlights the challenges and privileges of teaching youth, noting that while there is a sense of responsibility and influence, it can also be humbling and potentially intimidating.
   • It points out the paradox of the teacher's influence and the potential for unintended consequences, like a student's future life choices being influenced by the teacher's words.

4. Privilege and Responsibility:

   • The text discusses the dual nature of the teacher’s role: being a guide and mentor who can influence students significantly but also facing the potential vulnerability of being judged harshly.
   • It reflects on the teacher’s potential to impact students' lives profoundly and the risk of being criticized for their methods or lack thereof.

The excerpt from the Harvard Alumni Bulletin seems to be a reflection on the societal perceptions and critiques of New Englanders and the complexities and challenges faced by educators.

HARVARD ALUMNI BULLETIN

731

moment, and sardonic enough to pay "the intellectuals who have right ideas" with something perhaps a little better than their own coin. Whether it would constitute a permanent apology for New England traits and ways of life, and one on which a New Englander would be content to rest his case, is another question. DeVoto likes "the way New Englanders leave you alone." This is a familiar reproach turned into a compliment. He is inclined to think that New England professional men are more moderate in their charges than those elsewhere, and not less competent; perhaps with more interest in the science they practice. This is a remark both novel and interesting, which might lead to lively debate. But a large part of DeVoto's article is taken up with the thesis that New England, never having shared in the great boom or in lavish prosperity of any kind, now finds that its customary frugal and pinched existence looks remarkably like prosperity in comparison with what the rest of the country is undergoing; and looks also very much like stability and sanity as well.

DeVoto writes to redress a balance and to take a jibe at the wits at a moment when they are vulnerable, rather than to arrive at sober and unshakable truth. But most readers are apt to finish the article with the feeling that he (and New England) have at least set their opponents one or two tricks.

Pedagogic Qualms.

Even wise men are apt to be a little ingenuous toward other men's professions, and a teacher every now and then encounters a parent engaged in law or banking who looks up to him with respect and even with envy as one whose privilege it is to guide and influence youth. If he only knew the feelings of a teacher who, seeing a boy on the street whom he taught five years past, thinks, "There goes an innocent and defenseless human being over whom I may have had an influence! I hope to heaven he hasn't made a hasty marriage, committed murder, or chosen a career for which he is entirely unsuited, on account of some chance remark I may have let fall, or some well-meant advice I may have given. Youth is impressionable. One never knows what the effect of a forgotten word or careless reflection may have been." Many a teacher not too confident—and who should be so confident?—of the infallibility of his calling could lie down with a better conscience at night if he could perfectly assure himself that he had never, no, never, influenced anyone in any way!

And then there is the privilege of stimulating one's charges to think. O blessed guilelessness of those who imagine it to be a privilege! The happy security of a stupid face is sometimes to a young instructor as a clutch on safety is to a drowning man. The class that has a boy or two who listen intently to every remark from the desk, and receive each one in turn with judgmental thoughtfulness, may be a class of privilege, but it is also a class of terror. Nothing is so awesome, nothing so inspires humility, as to see one's remarks visibly being thought about.

Of course, the instructor occasionally feels that he has not so much exerted his own influence, as opened the gate to the influence of some great man or some great idea; he sometimes feels that his words have not aroused thought on their own account, but have illuminated a hidden page, and brought inherent life into activity and force from what might have remained a closed chapter of literature or science. These are the moments of privilege indeed; and at such times his confidence, while it may be touched with humility, is not punished by qualms.

The image contains a scanned excerpt from the "HARVARD ALUMNI BULLETIN," specifically from page 731. The text discusses two main topics:

1. Critique of an Article by DeVoto on New England:

   • The author reflects on a piece by DeVoto, who criticizes New Englanders for their perceived aloofness and lack of liveliness in debate.
   • DeVoto suggests that New England professionals might be more competent in their fields compared to others, though this idea is noted as both novel and debatable.
   • The writer of the excerpt largely agrees with DeVoto's thesis, acknowledging that New England’s cultural identity seems to lack the vibrancy and stability found elsewhere in the country.
   • DeVoto’s article is praised for its attempt to present the truth, even if it is sober and unpalatable, and for avoiding overly sentimental or trite conclusions.

2. Reflections on Teaching and Pedagogic Qualms:

   • The text shifts to the topic of teaching, emphasizing the profound influence a teacher can have on youth.
   • The author discusses the humility and responsibility that come with being a teacher, noting that it is a privilege and a potential source of terror due to the influence wielded.
   • The instructor expresses a desire to be remembered not for their own intellect or charm, but for the genuine guidance and inspiration they provided to students.
   • The author feels the moments of privilege keenly and acknowledges the humility required to teach effectively, recognizing the importance of not letting personal shortcomings interfere with their teaching duties.

The image is a scanned page from the Harvard Alumni Bulletin, specifically page 731. The content of the page appears to be a discussion on various topics, including a critique of a New Englander's character and the responsibilities of teachers.

1. New Englanders' Character:

   • The author discusses an article by DeVoto, who humorously and sarcastically critiques the traits of New Englanders.
   • DeVoto suggests that New Englanders are often perceived as moderate, competent, and serious professionals.
   • The author highlights DeVoto's thesis that New Englanders, despite their frugality and apparent stability, are not as prosperous as they might seem.
   • The author agrees with DeVoto's balanced critique, acknowledging the potential vulnerability of New Englanders to being tricked or taken advantage of.

2. Pedagogic Qualms:

   • The author reflects on the influence teachers have on their students and the responsibilities that come with it.
   • Teachers are seen as role models and guides, with a significant impact on students' lives and decisions.
   • The author mentions the potential pitfalls of this influence, such as students emulating negative behaviors (e.g., hasty marriages, unethical choices) or being overly influenced by their teachers' opinions.

3. Privilege and Humility:

   • The author discusses the privileges of those who are seen as knowledgeable or influential, such as teachers.
   • They emphasize the importance of humility, noting that even teachers should not be too confident in their infallibility.
   • The author suggests that teachers should be mindful of their influence and not be overly arrogant, as this can lead to negative outcomes for their students.

4. Influence of Great Ideas:

   • The author acknowledges that teachers sometimes feel they have exerted their influence on students, who then bring new ideas and perspectives into their lives.
   • This influence can be a positive force, leading students to explore new fields and think critically.

Overall, the page reflects on the nuanced responsibilities and influences of teachers and the complexities of New Englanders' perceived character traits.

The image is a photograph of a printed page from the "Harvard Alumni Bulletin." The page number at the top right is "731." The content on this page seems to be an article or an essay that deals with topics concerning intellectual culture, personal influence, and perhaps reflections on teaching or mentorship. The page appears to be off-white or cream in color, indicative of the kind of paper that might have been used in older publications or due to age-related discoloration.

There are visible creases and some wear on the page, suggesting the document has been handled or folded. A piece of the page’s top right corner appears to be bent forward, obscuring some text. The typographical layout includes a two-column format with justified alignment typical of such bulletins. The title "HARVARD ALUMNI BULLETIN" is printed in capital letters at the top of the page.

The text of the article itself is too small to read in detail in this image, but you can see a few headers or sections titled with a larger font, such as "Pedagogic Qualms." There's also a break in the text with "..." indicating that there is a continuation of a sentence or a transition in thought. Without closer inspection or additional context, it is difficult to provide further details on the specific content of the text.

The image shows a page from the "Harvard Alumni Bulletin." It contains printed text that appears to be part of an article discussing various themes, including education, New England life, and the influence of teachers. Specific words and phrases can be read, such as "New England professional men," "DeVoto writes to redress a balance," and "pedagogic qualms." The page number visible at the top right corner is 731. The text is laid out in traditional column format, with justified alignment. The page itself is slightly yellowed, suggesting age, and the top part of the paper shows a fold or crease. An object that looks like a paper clip is attached to the right side of the page. The background is a flat, light-colored surface, possibly a tabletop.

The image shows a page from a printed publication titled "Harvard Alumni Bulletin," specifically page 731. The text on the page appears to be an article or essay discussing various observations about New England characteristics, particularly focusing on New England professionals, educators, and the influence of teachers on youth. The fragment emphasizes themes such as the temperate nature of New England professionals, the modesty and frugality of New England prosperity, and the complex feelings teachers might experience when reflecting on their influence over former students.

The section is headed with “Pedagogic Qualms,” and it explores the nuanced role of teachers, the impact of their words and advice, and the internal conflicts they may face regarding their influence. The writing style is reflective and somewhat philosophical, contemplating human nature, humility, and the responsibilities carried by educators.

The layout consists of two columns of text on a single page, which is slightly aged and held in place with transparent triangular photo corners on the right side. The page is mounted on a larger beige-colored backing sheet. The overall condition of the page is good, with some minor wear around the edges.

The image shows a page from a magazine or book. The page is open to a spread of two pages, with the left page featuring a section titled "Harvard Alumni Bulletin" and the right page featuring an article titled "Pedagogic Qualms." The article discusses the influence of teachers and the challenges they face in guiding and educating students. The text is written in a formal and academic style, with references to historical figures and philosophical concepts. The image also shows a glass cover placed on the page, possibly to protect it from damage or to display it in a museum or gallery.