Christine A. Ogren is a professor at the University of Iowa. She is the author of The American State Normal School: "An Instrument of Great Good" (Palgrave Macmillan, 2005), and the coeditor of Rethinking Campus Life: New Perspectives on the History of College Students in the United States (Palgrave Macmillan, 2018).

• Introduction1          Professional Development in Institutes and Association Meetings: “So Many Serious, Intensely Professional Teachers”2          Studies at Normal School, College, and University Summer Sessions: “Invaders” in Harvard Yard3          Work for Family, for Supplemental Income, and for an Exit Strategy: The Center of a “Crazy Calico Quilt”4          Tourism: “The Teachers Are the Greatest Traveling Class”5          Rest: Putting “New Blood into My Veins”EpilogueAcknowledgementsNotesIndex

"Ogren's exploration of what teachers did in the summer expands our understanding of teachers' lives and education in important, fascinating ways. Disparagement of time 'off' was part of deprofessionalization and a rationale for low pay and status, while teachers expanded their knowledge, perspective, and skills at their own expense. Charmed by Ogren's well-written accounts of teachers from diverse backgrounds, I remembered summer school classes, War and Peace, an enrichment program for urban kids, working on the census, swimming in Walden Pond, and more when I was teaching kindergarten in the Boston Public Schools. Summer's on, you'll learn a lot!" - Barbara Beatty (professor emerita of education, Wellesley College) "In this deeply researched, fascinating account, Ogren not only reveals rich new dimensions of how teachers a century ago chose to live during their precious summer months, but why their stories remain relevant for us today." - Jackie M. Blount (author of Fit to Teach: Same-Sex Desire, Gender, and School Work in the Twentieth Century)

Christine A. Ogren is a professor at the University of Iowa. She is the author of The American State Normal School: "An Instrument of Great Good" (Palgrave Macmillan, 2005), and the coeditor of Rethinking Campus Life: New Perspectives on the History of College Students in the United States (Palgrave Macmillan, 2018).

• Introduction1          Professional Development in Institutes and Association Meetings: “So Many Serious, Intensely Professional Teachers”2          Studies at Normal School, College, and University Summer Sessions: “Invaders” in Harvard Yard3          Work for Family, for Supplemental Income, and for an Exit Strategy: The Center of a “Crazy Calico Quilt”4          Tourism: “The Teachers Are the Greatest Traveling Class”5          Rest: Putting “New Blood into My Veins”EpilogueAcknowledgementsNotesIndex

"Ogren's exploration of what teachers did in the summer expands our understanding of teachers' lives and education in important, fascinating ways. Disparagement of time 'off' was part of deprofessionalization and a rationale for low pay and status, while teachers expanded their knowledge, perspective, and skills at their own expense. Charmed by Ogren's well-written accounts of teachers from diverse backgrounds, I remembered summer school classes, War and Peace, an enrichment program for urban kids, working on the census, swimming in Walden Pond, and more when I was teaching kindergarten in the Boston Public Schools. Summer's on, you'll learn a lot!" - Barbara Beatty (professor emerita of education, Wellesley College) "In this deeply researched, fascinating account, Ogren not only reveals rich new dimensions of how teachers a century ago chose to live during their precious summer months, but why their stories remain relevant for us today." - Jackie M. Blount (author of Fit to Teach: Same-Sex Desire, Gender, and School Work in the Twentieth Century)

Christine A. Ogren is a professor at the University of Iowa. She is the author of The American State Normal School: "An Instrument of Great Good" (Palgrave Macmillan, 2005), and the coeditor of Rethinking Campus Life: New Perspectives on the History of College Students in the United States (Palgrave Macmillan, 2018).

• Introduction1          Professional Development in Institutes and Association Meetings: “So Many Serious, Intensely Professional Teachers”2          Studies at Normal School, College, and University Summer Sessions: “Invaders” in Harvard Yard3          Work for Family, for Supplemental Income, and for an Exit Strategy: The Center of a “Crazy Calico Quilt”4          Tourism: “The Teachers Are the Greatest Traveling Class”5          Rest: Putting “New Blood into My Veins”EpilogueAcknowledgementsNotesIndex

"Ogren's exploration of what teachers did in the summer expands our understanding of teachers' lives and education in important, fascinating ways. Disparagement of time 'off' was part of deprofessionalization and a rationale for low pay and status, while teachers expanded their knowledge, perspective, and skills at their own expense. Charmed by Ogren's well-written accounts of teachers from diverse backgrounds, I remembered summer school classes, War and Peace, an enrichment program for urban kids, working on the census, swimming in Walden Pond, and more when I was teaching kindergarten in the Boston Public Schools. Summer's on, you'll learn a lot!" - Barbara Beatty (professor emerita of education, Wellesley College) "In this deeply researched, fascinating account, Ogren not only reveals rich new dimensions of how teachers a century ago chose to live during their precious summer months, but why their stories remain relevant for us today." - Jackie M. Blount (author of Fit to Teach: Same-Sex Desire, Gender, and School Work in the Twentieth Century)