Full resolution (JPEG) - On this page / på denna sida - IV. Education and Mental Culture. Introd. by P. E. Lindström - 1. Elementary Education. By J. M. Ambrosius - Workshops for Children. By Anna Hierta-Retzius - Schools for the Deaf and Dumb. By F. Nordin
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iv. education and mental culture.
of the best possible means of preventing vagrancy and juvenile delinquency.
Thousands of children, amongst whom many come from the worst of homes,
have thus been rescued, without having had to be taken from their parents and
sent to reformatories.
It is the aim of this movement to get the children to love their work and
do it well; to equip them with such skill as will enable them to make their
way successfully through life, and, as far as possible, to support themselves after
leaving school.
Detailed information as to the work and organization of these workshops
may be obtained from the illustrated work published in 1897 and entitled:
"Arbetsstugor för barn’ (Workshops for children) by Anna Hierta-Retzius, as
well as in "Modellserier från svenska arbetsstugor för barn" (Model Courseä
from Swedish Workshops for Children) by the same authoress, published in
Swedish in 1901 and in German in 1904 (Gustav Fischer, Jena); in
"Stock-holms arbetsstugor för barn" (The Stockholm Workshops for Children), being
annual reports of the Central Committee for the Stockholm workshops for
children, published from 1888 to 1913, 24 annual parts; and in "Våra
arbetsstugor för barn" (Our Workshops for Children), a lecture by Agda Hedvall,
secretary of the Central Committee.
Institutions for abnormal children.
Schools for the Deaf and Dumb. About 1760, just when 1’Abbé de
l’Épée in France and Heinicke in Germany were laying the foundations for
instructing the deaf and dumb in those countries, Abraham Argillander — without
knowing anything of either of them— was occupied with similar plans in
Finland (at that time a part of Sweden) and discovered a system which, in its
main features, agreed with Heinicke’s and was essentially what is now called
the articulation method. After sporadic efforts in the meanwhile, a regular
system of instructing the deaf and dumb was founded in Sweden by Pär Aà|
Borg in 1808. Up to 1864, this teaching (combined also with the instructiil
of the blind) was centralized at the institution founded by him at Stockholm,
which soon became a State establishment. Its work was carried on chiefly in
accordance with the methods of the French school. During the period 1864-|||§
a number of new establishments of a private nature arose, and efforts were üiade
to extend the instruction to all deaf and dumb children, and at the same time
vigorous attempts were made to introduce the articulation method for the deaf
and dumb. By a law passed on the 81st of May, 1889, a new era at last
began, which, in respect of the education of deaf-mutes, puts Sweden in the
fore-front among European nations.
According to this law, the education of deaf-mutes is a public duty falling
upon the County Councils or upon the towns, when such äro not under the
administration of the County Councils; but the State contributes to the cost,
however, and exercises a certain superintendence. This instruction, moreover, is
obligatory. The school age is 7 and continues for 8 years from the time the
pupil first enters the school. Private instruction is subjected to the control of
the Public School Boards.
For the official education of deaf-mutes, Sweden is divided into 7 districts,
each with its Board and one school at least. Every district determines its
own detailed arrangements, which admits of all-round development and mutual
emulation, productive of excellent results. This has been of immense advantage,
during the time that has elapsed since the instruction of the deaf and dumb has
been undertaken, a period that can be called experimental. Yet, of låte years,
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