Hanus, Paul Henry 1855-1941 FULL CATALOG - Full View of Record Page 1 of 1 Harvard University HOLLIS CATALOG Search Results List My Account/Renew Expanded Search Previous Searches Comments/Requests TAS Start Over Command Search Display Options ? Help Full Catalog Find Articles Journal Titles Digital Resources Reserves Full View of Record : FULL CATALOG Print/Save/Send Add to List View List Last Browse Back to Results List Choose format: Full view I Short view MARC Record 34 out of 41 Previous Record Next Record Author : Hanus, Paul H. (Paul Henry), 1855-1941. Title : Papers of Paul Henry Hanus, 1891-1941 (inclusive). Locations/Orders : Availability Location : Harvard Archives i Harvard Depository HUG 4447.14 [Correspondence with New York school system, 1911-1913.] Holdings Availability Unpublished shelflist available in repository. Description : 4 linear ft. of mss. History notes : Hanus taught education at Harvard. Summary : Includes correspondence and autobiographical notes. Related publications and reference material also available in repository. Restrictions : At least one location has information and/or restrictions on access. Click on the holdings link(s) for specific information. Provenance : Gift of Mrs. P.H. Hanus, 1945. Cite as : Paul Henry Hanus Papers, Harvard University Archives. Subject : Hanus, Paul H. (Paul Henry), 1855-1941. Keyword Subject : Harvard University -- Education (Field of study) Harvard University -- Faculty member. HOLLIS Number : 000604558 Previous Record Next Record SEARCH: FULL CATALOG Search type: Search for: Keywords anywhere Title beginning with Title keywords Search Clear Author (last name first) Author keywords Scroll down for more choices Have you tried Harvard's Google Book Search? LibX Search Tool About the HOLLIS Catalog E-RESEARCH (ARTICLES) CITATION LINKER RESEARCH GUIDES OTHER CATALOGS LIBRARY INFO HARVARD LIBRARIES HARVARD HOME Copyright O 2006 President and Fellows of Harvard College http://lms01.harvard.edu/F/Y5QKUNYG18JJSEG2Q9MDLRAHY3FQCFIQXMX65P238... 5/14/2008 FULL CATALOG - Full View of Record Page 1 of 1 Harvard University HOLLIS CATALOG Search Results List My Account/Renew Expanded Search Previous Searches Comments/Requests TAS Start Over Command Search Display Options Help Full Catalog Find Articles Journal Titles Digital Resources Reserves Full View of Record : FULL CATALOG Print/Save/Send Add to List View List Last Browse Back to Results List Choose format: Full view I Short view MARC Record 32 out of 41 Previous Record Next Record Author : Hanus, Paul H. (Paul Henry), 1855-1941. Title : The study of education at Harvard University / by Paul H. Hanus. Published : New York, 1894. Locations/Orders : Availability Location : Gutman Education i Special Collections HGSE Coll. LB2193.C414 H35 1894 Holdings Availability Location : Harvard Archives i HUC 8894.3 Holdings Availability Description : [13] p. ; 23 cm. Notes : Reprinted from the Educational Review, New York, March 1894. Subject : Harvard University -- Curricula -- History -- 19th century. Harvard University -- History -- 19th century. Harvard University. Graduate School of Education -- History. Subject : Education -- Study and teaching. Keyword Subject : Harvard University -- Education (Field of study) HOLLIS Number : 005627569 Previous Record Next Record SEARCH: FULL CATALOG Search type: Search for: Keywords anywhere Title beginning with Title keywords Search Clear Author (last name first) Author keywords Scroll down for more choices Have you tried Harvard's Google Book Search? LibX Search Tool About the HOLLIS Catalog E-RESEARCH (ARTICLES) CITATION LINKER RESEARCH GUIDES OTHER CATALOGS LIBRARY INFO HARVARD LIBRARIES HARVARD HOME Copyright c 2006 President and Fellows of Harvard College http://lms01.harvard.edu/F/Y5QKUNYG18JJSEG2Q9MDLRAHY3FQCFIQXMX65P238.. 5/14/2008 Does teacher quality matter? How can we improve it? Page 7 SHEEO Annual Meeting Portland, Oregon, July 24, 2004 the twentieth, most professional concern with the preparation of teachers did not view normal schools as on a par with colleges. Typically, women were admitted to normal schools at age 16, men at age 17, and the course of study lasted one year. The gradual movement of teacher education into postsecondary education began on the eve of the civil war, with the establishment of an ambitious "Normal University" in Illinois, precursor to the land-grant colleges of a decade later. This precedent in the Midwest was followed rapidly by a similar innovation in Emporia, Kansas, and in the development of a "normal course" at the newly formed University of Wisconsin. Towards the end of the nineteenth century, a pattern had begun to emerge of elementary school teachers being prepared in normal schools, and high school teachers receiving much if not all of their teacher preparation at colleges or universities. (The association of "Education" with elite higher education institutions began at Harvard, when Charles William Eliot appointed Paul Henry Hanus as a professor of "the history and art of teaching" at Harvard in 1890. The seeds of what became schools of education were planted at about the same time, in 1891, at the University of Chicago and Stanford University, and at the University of California in Berkeley in 1892. These developments were followed by the emergence of what became Teachers College, which was chartered in 1892, and in 1898 associated with Columbia University. Teachers College arrived as a relatively mature entity, having had forerunners as the Kitchen Garden Association, then the Industrial Education Association, and then in 1887 the New York College for the Training of Teachers. What is conspicuous about the advent of "Education" in the elite research universities during the period of their eminence and growth at the beginning of the twentieth century is the rapid flight in all of them away from the education of teachers. An illustrative example is that of Professor Hanus at Harvard who struggled continuously with President Eliot, maintaining that the purpose of the science of "Education" was to focus on graduate work, in the preparation of scholars, administrators, and policy analysts. Hanus objected to preparing undergraduate students for careers as teachers. It seems clear from his correspondence with his president that he was intent on putting distance between himself and the juvenile environment of the schools as well as the feminine occupation of teaching. Eliot would have none of it, pointedly holding Hanus to a professorship in the history and art of teaching, and limiting his budget to that purpose. In the end, Eliot lost the battle. Upon his retirement, Eliot's successor, Abbott Lawrence Lowell, acceded to Hanus' request to change the title of his appointment from "Teaching" to "Education," and, ultimately, after Hanus was succeeded by Henry W. Holmes, to From the Century Chest Page 1 of 2 Century Chest Artifact To the Members of the Historical Society, 2002 Miss Poole - Advanced Education for Women June 13, 1902 As a member of the Class of 1883 at the Peabody High School, as a teacher in the same school from 1894 to 1896, and as a student of pedagogy under Professor Hanus at Harvard College during last year, it has been my privilege to note certain marked trends in education today, and to watch the reflection of these in our own high school. Two of these tendencies which, during the last few years have been most noteworthy in their influence on our Peabody High School are: First, the increased number of those who prepare for higher institutions of learning; and second, the recognition of the demand of the community for a more practical education, which has been met by the addition, in September, 1900, of a commercial course to the school curriculum. The second of these tendencies has resulted in a largely increased number of those who continue their education beyond the grammar-school stage; the first has swelled the list of those who supplement their high school course by courses in the colleges, technical schools, or professional schools. And since the necessity to become bread-winners comes to some SO early that it deters them from completing a purely academic course at the High School, if a commercial course makes it possible for such to continue longer in school and gives them, beside the strictly commercial branches, some study of history, government and literature with, perhaps, one science, the expenditure is justified; for it is not only helping them toward earning a livelihood, but is also preparing them to become more useful and intelligent citizens. The growing tendency to use the high school course as a means of preparing for higher institutions should be warmly welcomed, not only as increasing the number in the learned professions, but also because it sends forth into the community a body of broadly trained men and women who, even though they find their special work away from the town of their birth, may influence and help shape the public opinion of the townspeople here. It was during the years that I was teaching in the high school (1894-1896) that the college spirit spread like an infection which seized many of the pupils and one of the teachers. This sudden and growing impulse toward a high education, which led me to break my connection with the school in order to supplement the preparation which I had received at the Salem Normal School by a course at Radcliffe College, was due to the strong impress of three college-bred teachers among the five members of the corps. The momentum acquired by the spirit they had set in motion is shown by the fact that, during the seven years since 1895, the number of graduates who have attended colleges, technical schools, and professional schools is nearly, if not quite, thirty-five, which is equivalent to the number who had attended such schools during the forty-five years of the school's existence prior to that year. It must be said that this number does not include those who have attended state normal schools; and it is to be regretted that many who have attended higher institutions, have been unable, through lack of means, to carry their courses to completion. http://www.peabodyhistorical.org/chest04.htm 5/14/2008 From the Century Chest Page 2 of 2 One way of minimizing this obstacle which blocks the path of SO many would be a diversion of the state money from the support of normal schools to the establishment of state scholarships in the various colleges. This presupposes that each college shall posses a well- established department of pedagogy which shall include graded schools from the kindergarten through the college preparatory stages, in which students shall have the opportunity for practice teaching. The awarding of state scholarships should be in the hands of a board especially appointed for that purpose, who shall determine what students are best fitted by scholarship, moral character, and professional spirit to receive such scholarships; and this board shall also direct the choice of courses of study made by those holding the scholarships toward such subjects as shall make them most useful in teaching in the public schools of the state. Courses in pedagogy, including practice teaching, should be prescribed for all students who intend to teach. Such an arrangement as this would give the state a body of teachers with a broader training than is now attainable in the state normal schools. But teaching is only one of the many modes of action to which a well-trained mind may direct its energies. Those who have held the popular conception that a college education trains a student away from practical life will have to drop this notion in the face of facts which prove the contrary. A single illustration which serves well to show this is the "Wellesley Inn,"-the outgrowth of an enterprise started in the fall of 1897 by Mary Esther Chase and Clara Hathorne Shaw, two graduates of Wellesley College. At that time, these two women opened a tea-room in the Village of Wellesley which proved SO successful that a corporation was formed which sold shares to the members, and to graduates of the college. The business has grown SO rapidly that a property has been purchased in the heart of the village, and the house now standing is to be SO enlarged and improved that a most attractive inn, Colonial in style, white, with a moss-green roof and shutters is to be made. The success of this experiment shows that the outcome of a college training may be a practical business life, as well as devotion to one of the learned professions; and it is to be hoped that the college spirit may continue to stir the boys and girls in our high school to seek larger opportunities which shall react to bring about better trainage (?), better schools, better government, and better citizenship in the town which has sent them forth. Mary Elizabeth Poole X Back http://www.peabodyhistorical.org/chest04.htm 5/14/2008