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The image shows two pages from the "Harvard Alumni Bulletin," specifically pages 836 and 837. The content of these pages discusses the Harvard Summer School, its history, growth, and offerings.

Left Page (836):

• The text begins by highlighting the importance of supplying schools with teachers who have undergone specialized training.
• It mentions the Department of Physical Education and the role of the Summer School in providing such training.
• The Summer School is described as having grown significantly since its inception in 1906.
• A photograph of Professor N. S. Shaler is included, with a caption indicating that he taught a course in the Summer School in 1913.
• The text discusses the increasing number of students and the variety of courses offered, noting that in 1923, there were 62 teachers from Harvard and other institutions.
• The Summer School's role in training teachers for various institutions across the country is emphasized.

Right Page (837):

• The text continues to describe the Summer School's offerings, noting that about 32 percent of those enrolled are taking courses for credit, while 68 percent are not.
• It mentions that 151 courses were offered in the Summer School in 1923.
• The living conditions for summer students in Cambridge are described, including the availability of rooms and board.
• The text highlights the diverse backgrounds of the students, including teachers, lawyers, doctors, and others.
• It mentions the social and recreational activities available to students, such as lectures, concerts, and excursions.
• The page also lists some of the faculty members who have taught at the Summer School, including notable figures like Philip Putnam Chase, Henry Noble MacCracken, and others.
• The announcement of courses for the summer of 1924 is mentioned, with a variety of subjects including education, architecture, astronomy, and more.

Overall, the pages provide a detailed overview of the Harvard Summer School's history, growth, course offerings, and the diverse backgrounds of its students and faculty.

The image is a page from the Harvard Alumni Bulletin, specifically pages 836 and 837. The text discusses the Harvard Summer School, which has been an integral part of the university since 1879.

Key points include:

1. History and Growth:

   • The Summer School began with 23 students and has grown significantly over the years.
   • It has been crucial in training teachers and offering education to those who couldn't attend regular classes.
   • By 1931, the Summer School had enrolled 1,300 students, with approximately 65% being mature students (over 23 years old).

2. Student Demographics:

   • The Summer School attracts a diverse range of students, from high school graduates to professionals looking to advance their education.
   • Many students attend to fulfill college course requirements that are not available during the regular academic year.

3. Courses and Facilities:

   • The Summer School offers a wide variety of courses, including astronomy, botany, chemistry, economics, English, French, geography, Italian, Japanese, mathematics, meteorology, physics, psychology, and sociology.
   • The facilities include dormitories and dining halls, with the 1915 dormitory, Storrow Hall, being one of the notable additions.
   • The school has a dedicated dining room and social center.

4. Faculty and Administration:

   • The Summer School is directed by a series of notable directors, including Nathaniel S. Shaler, Arthur E. R. Boas, James H. Love, Arthur Fisher Webb, Kenneth Grant Tremayne Murray, John Tucker Murray, and Alfred Chester.
   • The school is organized by the Graduate School of Education, with a faculty that includes members from various academic departments.

5. Educational Value:

   • The Summer School provides a valuable opportunity for students to engage in a rich academic environment with professors who also teach during the regular academic year.
   • It serves as a venue for both classroom instruction and informal discussions, enhancing the learning experience.

6. Announcements:

   • The announcement of courses for the Summer School of 1933 is included, highlighting the extensive range of subjects offered.
   • The courses are designed to cover a degree towards an undergraduate or graduate degree, with the session running from July 6 to August 26.

The image also includes a photograph of Professor N. S. Shaler, who was involved with the Summer School.

The image is a page from the Harvard Alumni Bulletin, specifically from the 1932 edition. The page details information about the Summer School at Harvard University.

Here are the main points highlighted:

1. History and Purpose of Summer School:

   • The Summer School at Harvard has been a significant part of the university's educational offerings since the 1860s.
   • Initially, it aimed to provide additional instruction for students who were unable to attend classes during the regular academic year.
   • Over time, it expanded to include courses for adults, teachers, and other professionals who wished to further their education.

2. Growth and Statistics:

   • The Summer School has seen a steady increase in enrollment, reaching 62 years of operation.
   • Statistics indicate that around 23,000 students have taken courses through the Summer School, with significant growth in the number of students taking courses for credit.
   • The School enrolls a diverse group of students, including both undergraduates and graduates.

3. Institutional Support and Faculty:

   • The Summer School has been supported by various state universities and other institutions.
   • Notable professors like Professor N. S. Shaler are mentioned, indicating the involvement of high-quality faculty.

4. Curriculum and Structure:

   • The Summer School offers a wide variety of courses, ranging from academic subjects to professional development.
   • A list of courses includes subjects like botany, chemistry, classics, English, French, geography, history, mathematics, and more, demonstrating a broad educational scope.

5. Facilities and Accommodations:

   • The Summer School operates out of various locations, including the Yard Dormitory and other Cambridge facilities.
   • Students are provided with comfortable accommodations and a variety of dining options.

6. Notable Directors and Leadership:

   • The page lists several directors of the Summer School, including Nathaniel Shaler, James Henry Love, Kenneth Grant Tremayne Webster, Arthur Fisher Murray, and Alfred Chester Hanford.

7. Enrollment and Attendance:

   • Attendance figures and changes over the years are discussed, highlighting both the steady increase and some fluctuations.
   • The School's efforts to accommodate a broad range of students, from those needing extra credit to those seeking professional development, are emphasized.

Overall, the page provides a comprehensive overview of the Summer School's history, growth, curriculum, and impact on the broader educational community.

The image displays a two-page spread from a publication titled "HARVARD ALUMNI BULLETIN," with the page numbers 836 and 837. The left page (836) contains an article featuring a photograph of Professor N. S. Shaler, along with a caption and some text discussing the role of the Summer School at Harvard in furnishing colleges and schools with teachers trained in modern methods. The article mentions the increasing demand for such teachers and the growth of the Summer School, which now draws students from various institutions.

The right page (837) continues the article, providing more details about the Summer School. It mentions that about one-fourth of the students are undergraduates, and a significant number are teachers seeking professional development. The text also highlights the diverse course offerings and the resources available, such as the use of the Harvard Library and the social and athletic opportunities for students. The article notes that the Summer School has been a source of great value for teachers, offering them a chance to engage in informal discussions and take part in the academic life of the university. The page also lists some of the courses and the number of students enrolled in the Summer School of 1933.

The provided image displays two pages from the Harvard Alumni Bulletin, specifically pages 836 and 837.

Page 836:

This page primarily discusses the Harvard Summer School, its history, purpose, and evolution.

• History and Purpose:

  • The Harvard Summer School was established to provide teachers trained in traditional methods with updated educational techniques.
  • Founded in 1869 by the Harvard Faculty of Arts and Sciences, it initially offered a variety of liberal courses.
  • By the 1920s, it had become an essential part of teacher training, with most attendees being educators.

• Development and Growth:

  • In the early years, the Summer School had a fluctuating number of students and courses, with a significant increase in participation during the late 19th and early 20th centuries.
  • The program aimed to provide a unique environment for both students and teachers, fostering an atmosphere conducive to professional growth.

• Leadership and Notable Figures:

  • Professor N. S. Shaler, who was instrumental in the early growth of the Summer School.
  • George Birbeck Hill, Pembroke College, Oxford, and other prominent educators contributed to the school's reputation and development.

Page 837:

This page continues the discussion on the Harvard Summer School and mentions specific details about its offerings and leadership.

• Course Offerings:

  • By the 1932 session, the Summer School offered 151 courses, with 32 of them being professional courses in education.
  • Courses included a variety of subjects such as architecture, astronomy, botany, chemistry, classics, economics, education, engineering, English, geology, history, Italian, Japanese, mathematics, meteorology, philosophy, physics, psychology, Romance languages, Sanskrit, sociology, and zoology.

• Administrative History:

  • The University began formalizing the Summer School's structure in the 1910s, with significant efforts by Dean Briggs and others.
  • The period from 1931 to 1933 saw a rapid expansion in course offerings and student enrollment.

• Notable Alumni and Faculty:

  • The page lists several distinguished educators who attended or taught at the Summer School, including Arthur F. Whittem, Kenneth Grant Tremayne Webster, and others.

• Mention of Philip Putnam Chase:

  • The bulletin also notes the passing of Philip Putnam Chase (Harvard, 1924-1926), who contributed to the field of education.

Overall, the text on these pages reflects on the historical significance, educational impact, and evolution of the Harvard Summer School over several decades.

The image shows two pages from the Harvard Alumni Bulletin, specifically focusing on the Harvard Summer School. Here's a detailed summary:

Left Page (Page 836)

• Title: Harvard Alumni Bulletin
• Content:
  • The text discusses the role of the Harvard Summer School in training teachers, particularly in the methods pursued at this institution.
  • It highlights that the Summer School has played a significant role in furnishing colleges with teachers trained in modern methods.
  • The Summer School has been a part of Harvard for 62 years, reaching a milestone in 1931.
  • The school has seen a steady increase in enrollment, with the number of students reaching 23,000 in 1931, up from 1,880 in 1868.
  • The Summer School offers courses in various fields, with a notable increase in enrollment for professional courses.
  • The Summer School has become a major institution for teacher training and professional education, with a wide range of courses including education, science, engineering, and more.
  • The page also features an image of Professor N. S. Shaler.

Right Page (Page 837)

• Title: Harvard Alumni Bulletin
• Content:
  • The text continues to discuss the Summer School's offerings, noting that it caters to a wide variety of students, including those from other universities and colleges.
  • The growth of summer schools has been significant, with the Harvard Summer School becoming one of the largest and most renowned.
  • The page lists the courses offered in various fields, including architecture, astronomy, biology, chemistry, classics, economics, education, engineering, English, fine arts, French, geography, German, Greek, history, Italian, Japanese, Latin, mathematics, meteorology, physics, psychology, sociology, Spanish, and more.
  • The Summer School is described as a serious effort at adult education, providing opportunities for professional advancement.
  • It mentions the increase in enrollment over the years, with a significant rise in the number of students attending.
  • The page also lists notable directors of the Summer School from 1868 to 1932, including Nathaniel Shaler, Arthur Lovering, and others.

Additional Details:

• Image:
  • A photograph of Professor N. S. Shaler is included on the left page.
  • The page also includes a reference to a book titled "Education and Society" by A. A. Bokker-February 18, 1911.

This detailed summary provides an overview of the Harvard Summer School's historical significance, its growth, and the variety of educational opportunities it offered as documented in the Harvard Alumni Bulletin.

The image shows two pages from what appears to be an issue of the "Harvard Alumni Bulletin" with text featuring various articles, announcements, or reports related to Harvard University. On the left-hand page, the heading "HARVARD ALUMNI BULLETIN" is visible followed by the word and numbers "835" which likely indicate the page number. The text discusses subjects like teacher training, educational activities, and summer school programs, among other topics related to university affairs.

On the right-hand page, which is labeled "837" at the top, there is a continuation of the text from the left page or related articles detailing specific courses, academic programs, and historical information that pertains to Harvard and its alumni. The content refers to the Summer School, educational offerings in various disciplines, and statistical data from different time periods.

In addition, a list of different course categories is present on the right page, which includes topics such as Anthropology, Architecture, Art, Astronomy, Biology, and Chemistry, indicating the diverse range of academic fields covered by the institution's offerings.

The overall presentation suggests the pages are from a historical document, possibly providing insight into the educational approach and priorities of Harvard University during the era when the bulletin was published. The precise date of the publication is not visible in the image, but elements of typography and page layout suggest it is from an earlier 20th-century publication.

This image shows two pages from the Harvard Alumni Bulletin. The left page, numbered 836, features an article and an inset black-and-white photograph labeled "Professor N. S. Shaler." The right page, numbered 837, continues the article and includes lists of courses and other academic information related to Harvard's Summer School. Both pages have text in a formal layout, characteristic of academic publications. The pages are slightly overlapping, with detailed text columns and some headers in a larger font.

The image shows two pages from the "Harvard Alumni Bulletin." The left page is numbered 836 and the right page is numbered 837. The text discusses the Harvard Summer School, its history, student body, courses offered, and faculty.

On the left page, there is a black-and-white photograph of a man with gray hair and a mustache, identified as "Professor N. S. Shaler." The text around the photograph talks about changes in student attendance, summer school courses, and faculty involvement.

The right page continues the discussion on summer school courses, faculty members, and summer school facilities. The pages have a traditional newspaper or magazine layout with columns of text and a small photo on the left page. There is a small crease near the top center of the pages.

The image shows a two-page spread from the Harvard Alumni Bulletin, specifically pages 836 and 837. The content is a historical article discussing the Summer School of the Department of Physical Education at Harvard University.

Left Page (Page 836):

• Header: "HARVARD ALUMNI BULLETIN"
• Caption: Below the text, there is a photograph of Professor N. S. Shaler, identified as a key figure associated with the Summer School.
• Text Content:
  • The article discusses the role of the Summer School in training teachers in physical education methods.
  • It highlights the significance of the Summer School in furnishing trained teachers for schools across the country.
  • The text mentions the growth of the Summer School, noting that it has become an important institution for physical education.
  • It provides statistics on the number of students and the types of courses offered, emphasizing the school's impact on physical education in the United States.
  • The article also references notable figures and institutions, such as George Arthur Plimpton, George Arthur Plimpton Jr., and George Arthur Plimpton III, who were involved in the school's development.

Right Page (Page 837):

• Header: "HARVARD ALUMNI BULLETIN"
• Text Content:
  • The article continues, detailing the structure and offerings of the Summer School.
  • It describes the courses available, listing a wide range of subjects such as botany, chemistry, astronomy, Chinese, economics, engineering, English, fine arts, French, geology, German, government, history, Japanese, mathematics, meteorology, music, philosophy, physics, psychology, sociology, Spanish, and zoology.
  • The text explains that each course represents a half-year's work and that students can earn credit toward a degree in the School of Education.
  • It also discusses the living arrangements for students, noting that accommodations are available in Cambridge, including rooms in the Weldner Library and the Faculty Club on Quincy St.
  • The article mentions the executive head of the Summer School, James Hardy Roper, and other notable individuals associated with the school, such as Nathaniel Shaler, James Hardy Roper, Arthur Fisher, William Arthur Fisher, John T. Murry, and Alfred Chester Murray.
  • The text emphasizes the value of the Summer School for teachers, noting its impact on professional development and the broader educational community.

Overall Context:

The two-page spread provides a detailed account of the Summer School of the Department of Physical Education at Harvard University, highlighting its historical significance, course offerings, and the individuals who contributed to its development. The inclusion of a photograph of Professor N. S. Shaler adds a visual element to the narrative, connecting the text to a key figure in the school's history. The article reflects the evolution and importance of the Summer School in shaping physical education practices in the early 20th century.