Educational Aims and Educational Values - Primary Source Edition
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(Excerpt from Geometry in the Grammar School: An Essay
Th...)
Excerpt from Geometry in the Grammar School: An Essay
The public grammar schools educate about ninety three per cent. Of our population. The continued improvement of these schools is therefore a matter of great importance.
The college teacher of Education and Teaching, like the city superintendent, studies the workings of school systems, curricula, and principles of teaching, that he may help to mould public opinion, and contribute his share to the development of wise courses of study and good methods.
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School efficiency; a constructive study applied to New York City, being a summary and interpretation
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Beginnings in industrial education, and other educational discourses
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Beginnings in Industrial Education and Other Educational Discussions
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School Efficiency; A Constructive Study Applied to New York City, Being a Summary and Interpretation of the Report on the Educational Aspects of the S
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(Originally published in 1920. This volume from the Cornel...)
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An Elementary Treatise on the Theory of Determinants: A Text-Book for Colleges 1886
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Paul Henry Hanus was an American educator. He served as a professor of mathematics at the University of Colorado and as professor of pedagogy at the new Colorado State Normal School. He also founded the New England Association of College Teachers of Education and helped found the National Society of College Teachers of Education.
Background
Paul Henry Hanus was born on March 14, 1855 at Hermsdorf unter dem Kynast, Upper Silesia, Prussia (now Silesia, Germany). He was the second son and youngest of three children of Gustav Hanus, owner of a small factory, and Ida (Aust) Hanus. After the death of her husband, Ida Hanus moved her family to Wisconsin in 1859 and married Robert George, a German-born mining engineer.
Paul grew up chiefly in Mineral Point, Wisconsin, with sojourns near Kingston, New York, and, during his teens, in Denver, Colorado.
Education
Hanus worked at various times as a druggist's apprentice, but his stepfather sympathized with his desire for more schooling and financed his studies first at the State Normal School at Platteville, Wisconsin, and then at the University of Michigan. Energetic, ambitious, and a good student, Hanus found botany, zoology, geology, and mathematics the most exciting subjects. He received his Bachelor of Science degree in 1878.
Career
Upon graduating, Hanus returned to Denver to teach in one of the city's high schools. The next year he became instructor in mathematics at the University of Colorado in Boulder, but left after a year and opened a drugstore in Denver.
In 1881 Hanus returned to the University of Colorado as professor of mathematics. He often spoke at teachers' institutes and by the mid-1880s discovered he was "much more interested in studying schools than in studying mathematics. " In 1886 he became the principal of a second high school in Denver, and in 1890, the first professor of pedagogy at the new Colorado State Normal School at Greeley. As a trustee of the Unitarian church in Denver, Hanus had become acquainted with Samuel A. Eliot, its pastor, and had met his father, President Charles W. Eliot of Harvard.
In 1891 Eliot called Hanus to Harvard to fill the university's first faculty position in the history and art of teaching. Eliot's purpose was not to establish education as a discipline within Harvard College, but rather to find an administrative coordinator for his current campaign to "reform and uplift" American secondary education, and thereby bring more and better-prepared freshmen to Harvard. In addition, Eliot had agreed that Harvard should offer in-service courses for teachers in order to forestall the creation in Boston of a "high" normal school for training secondary teachers. The courses were not expected to interest regular Harvard students, nor was degree credit offered for them.
Hanus was relatively inexperienced in teaching education courses. The few other men who held university positions in education (or pedagogy) in 1891, like William H. Payne of Michigan, were steeped in the normal-school tradition and sought to deduce a "science of education" from the writings of the great educational philosophers of the past. Hanus, by contrast, was suspicious of deduction as a method and bored by history. His scientific and mathematical background had taught him the importance of exact data, of "facts" rather than "opinions. He began with somewhat conventional courses in the history of education, the "art of teaching, " and the "theory of teaching. " The theory course quickly revealed Hanus's commitment to the curriculum reforms Eliot advocated: a greater variety of subject offerings and the elimination of most requirements.
From the beginning Hanus was supported by men like William James and Josiah Royce, but he met skepticism and even contempt from others on the faculty. Throughout the 1890s Hanus participated in various phases of Harvard's school reform effort, and succeeded - over faculty opposition - in getting his courses accepted for regular credit. By 1900, however, his interests had begun to move in new directions.
Turning away from teacher education as a primary activity, he concentrated instead on the training of school superintendents and on broader questions of educational policy. He now believed that the social aims of education took precedence over the cultural. The central social problem, in his view, was how schools could help adolescents adjust to the new industrial order. Believing that vocational identity and competence were the greatest needs of urban youths, Hanus became chairman of the Massachusetts Commission on Industrial Education in 1906 and advocated separate vocational schools untainted by academic biases. He also encouraged the vocational guidance movement in Boston and helped introduce instruction in that subject at Harvard in 1911.
Hanus was no psychologist, and hence could not participate in the research on learning and educational measurement which expanded so dramatically in the first decade of the century; his "moral equivalent" for such research was the school survey, an attempt to assess an entire school system's performance against the best available standards. He directed notable surveys of the New York City school system (1911-1912) and of Hampton Institute, Hampton, Virginia (1917-1920). The continuation of education courses at Harvard was assured in 1901 when Hanus was promoted from assistant professor to professor and thus given tenure, but he realized that his department had to grow rapidly to keep up with education departments elsewhere. In spite of the antagonism of A. Lawrence Lowell, who succeeded Eliot in 1909, Hanus pressed for the creation of a separate professional faculty of education.
His social and vocational emphases appealed to several wealthy businessmen who brought new funds to the department; and his friendship with Abraham Flexner of the General Education Board, forged during the New York and Hampton surveys, led eventually to the endowment of Harvard's Graduate School of Education in 1920. Hanus retired in 1921, embittered by Lowell's failure to make him honorary dean, thus recognizing him as the school's true founder.
Hanus died of uremia in Cambridge in 1941, at the age of eighty-six. His remains were cremated and the ashes scattered.
Achievements
Paul Henry Hanus went down in history as a noted educator who had labored for three decades at Harvard, but Columbia and several other universities had larger and more powerful schools of education; he had published many books, but none had had the national impact of those of Ellwood Cubberley, George Strayer, or other educators of his generation. His life reveals the pattern by which a new profession was created faster than a reliable body of knowledge on which to base its claims. His most revealing book - an important document in American educational history - is his autobiography, Adventuring in Education.
(Originally published in 1886. This volume from the Cornel...)
Views
Hanus argued that educators would never be respected as professionals unless their claims were based on incontrovertible data, and the effects of their methods were measurable in actual practice.
Personality
Without a penetrating mind, a facile pen, or the personality skills to disarm suspicious Harvardians like Lowell, Hanus could not make the most of his opportunities; his main influence was extended through a small group of loyal students who became superintendents of schools.
Hanus had a strong sense of his role as a professional educator, which reflected not only his concern for the social uses of education but also his preoccupation with the methods by which valid educational knowledge was produced.
Connections
On August 10, 1881, Hanus married a former pupil, Charlotte Hoskins; they had one daughter, Winifred.
