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A Three-Story House: Adolf von Harnack and Practices of Academic Mentoring around 1900

This article draws attention to teacher-pupil relationships and their significance for scholarly socialization in the late nineteenth century. In particular, practices of mentoring after the conclusion of formal university training are still largely unexplored. Yet, in such relationships, scholarly ideals were explicated and negotiated, while both mentor and pupils developed their professional identities according to the successive stages of their careers. The case of church historian Adolf von Harnack and his pupils provides a most illuminating example. In correspondences that often spanned several decades, situation-tailored counsel was sought and provided, and practical dilemmas addressed. The imagery of a scholarly “edifice” was invoked to illustrate the development of a virtuous, scholarly persona, yet with ambiguous effects: a pragmatic division of labor occurred, which ultimately depended on mentor Harnack for meaning and cohesion.