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Journal articles on the topic 'Feeble-minded'

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Author: Grafiati

Published: 4 June 2021

Last updated: 5 March 2023

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1

Kamid, Kamid, Jefri Marzal, Wardi Syafmen, Rohati Rohati, and Rina Kusuma Dewi. "Recall and mathematical problem solving for students with disabilities." Jurnal Cakrawala Pendidikan 40, no. 3 (October 19, 2021): 659–69. http://dx.doi.org/10.21831/cp.v40i3.34399.

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This article reports on the ability of feeble-minded or mentally retarded students in mathematical recall and problem-solving processes. In particular, this study investigated whether recall ability can affect feeble-minded students' ability to work on mathematical problems. This research was conducted using a mixed-method approach with a sequential explanatory research design. The sample of this study consisted of 34 feeble-minded students. The findings show that the ability of feeble-minded students to solve mathematical problems and their recall abilities were categorized as fair Another finding is that the ability to recall had a 62.1% effect on the ability to work on mathematical problems. The contribution of this study is that feeble-minded students' ability to work on mathematical problems is greatly influenced by their ability in the mathematical recall process.

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2

Rollin, Henry. "The problem of the feeble-minded." British Journal of Psychiatry 185, no. 6 (December 2004): 521–22. http://dx.doi.org/10.1192/bjp.185.6.521.

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3

The Lancet. "“The feeble-minded criminal”—100 years on." Lancet 365, no. 9457 (January 2005): 359–60. http://dx.doi.org/10.1016/s0140-6736(05)17837-4.

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4

Chamberlain, Chelsea D., and Elliott Simon. "The Elwyn Archives and Museum." Pennsylvania History: A Journal of Mid-Atlantic Studies 89, no. 3 (2022): 480–86. http://dx.doi.org/10.5325/pennhistory.89.3.0480.

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ABSTRACT Elwyn is found outside Media, Pennsylvania, and houses extensive historical archives that include original source material from four separate organizations. These include Elwyn itself (historically, the Pennsylvania Training School for Feeble-Minded Children), the Vineland Training School (historically, the New Jersey Home for the Education and Care of Feeble-Minded Children), Philadelphia Orphan Society, and Speaking for Ourselves. This article includes a brief description of each organization and then describes the museum and archival holdings in some detail.

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5

Noll, Steven. "Southern Strategies for Handling the Black Feeble-minded: From Social Control to Profound Indifference." Journal of Policy History 3, no. 2 (April 1991): 130–51. http://dx.doi.org/10.1017/s0898030600004826.

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In 1927, the biennial report of the State Board of Charities and Corrections of the Commonwealth of Kentucky warned that “the feeble-minded of the colored race present a greater menace than do the white.…We do desire to point out the utter lack of any provision for colored feeble-minded.” In spite of this admonition, southern states took little notice of their black feebleminded population. Nineteen years after the Kentucky report, the South Carolina Director of Public Welfare admitted that “the care of mentally deficient and mentally ill persons in the same institution is distinctly undesirable, but…the Hospital's efforts to secure provision of a separate training school for mentally deficient negroes have to date been unsuccessful.”

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6

Collins, Christopher. "Synge on vagrancy: labour, workhouses and the feeble-minded." Irish Studies Review 28, no. 4 (September 29, 2020): 411–28. http://dx.doi.org/10.1080/09670882.2020.1827494.

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7

Noll, Steven. "The Public Face of Southern Institutions for the "Feeble-Minded"." Public Historian 27, no. 2 (2005): 25–41. http://dx.doi.org/10.1525/tph.2005.27.2.25.

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The article examines the history of Southern institutions and how these facilities are presently facing up to that past. Established both to care for and to control a population of individuals labeled as feeble-minded and deviant, these facilities provided little support and help for patients and quickly devolved into over-crowded, under-funded operations. With the de-institutionalization revolution of the late twentieth century, they ceased to be the center of their state's program to handle this population. Currently through websites, museums, archives, and historic building designations, they are beginning to examine their past treatment in a more public fashion.

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8

Goddard, Henry H. "Four Hundred Feeble-Minded Children Classified by the Binet Method." Journal of Genetic Psychology 152, no. 4 (December 1991): 437–47. http://dx.doi.org/10.1080/00221325.1991.9914705.

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9

Grekul, Jana, Arvey Krahn, and Dave Odynak. "Sterilizing the "Feeble-minded": Eugenics in Alberta, Canada, 1929-1972." Journal of Historical Sociology 17, no. 4 (December 2004): 358–84. http://dx.doi.org/10.1111/j.1467-6443.2004.00237.x.

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10

Jirik, Katrina Nancy. "Parents, Superintendents, and Lawmakers in the Creation of Institutions for the Feeble-Minded, 1876–1916." Pennsylvania History: A Journal of Mid-Atlantic Studies 89, no. 3 (2022): 412–28. http://dx.doi.org/10.5325/pennhistory.89.3.0412.

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ABSTRACT The time span between 1876 and 1916 was important in establishing America’s institutions for the feeble-minded. The public rhetoric of the institutional superintendents advocated eugenic principles in determining admission to an institution. The views of parents, legislators, and concerned others is a neglected, yet important, perspective. While superintendents had some influence over who was accepted into the institution, they were not in control of the pool of applicants from which admission decisions were made. This work focuses on, but is not exclusively about, New Jersey. Parents who were unable to pay the costs had to supply reasons for applying for warrants to have the New Jersey state government pay the fees. In addition, at least until 1916, even superintendents, when determining admissions, based many of their decisions on multiple considerations (not just the eugenic ones that were prominent in their public rhetoric). The institutional records are valuable resources for gaining a more nuanced understanding of the rise of centers for the feeble-minded.

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11

Simon, Elliott W., and Brent J. Ruswick. "Hellbound Train: The Beginning of the Pennsylvania State Institutional System for People with Intellectual Disabilities." Pennsylvania History: A Journal of Mid-Atlantic Studies 89, no. 3 (2022): 365–84. http://dx.doi.org/10.5325/pennhistory.89.3.0365.

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ABSTRACT A train left Greenwood Station outside Philadelphia on April 20, 1897. It carried 153 people from the Pennsylvania Training School for Feeble-Minded Children (now Elwyn) to the first government-operated facility for people with intellectual disabilities in Pennsylvania: the State Institution for Feeble-Minded of Western Pennsylvania at Polk (now Polk Training Center). Since 1852 Elwyn, a privately operated school, served as the only long-term out-of-home option in Pennsylvania designed specifically for people with intellectual disabilities. Over the ensuing decades, Polk became part of a statewide institutional system that during the 1960s housed over 13,000 people. Written amidst the context of these state institutions closing in recent years, this article details their beginnings and the lives of the 153 people on that train. Previously unexamined Elwyn and Polk archival material present these stories in the context of the emergent clinical, economic, moral, and political forces that promoted the institutional model.

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12

Hash, Phillip M. "Music at the Illinois Asylum for Feeble-Minded Children: 1865–1920." Journal of Historical Research in Music Education 32, no. 1 (October 2010): 37–56. http://dx.doi.org/10.1177/153660061003200104.

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13

Erickson, E. V. "Mental and nervous diseases in the Far East." Neurology Bulletin IX, no. 4 (December 31, 2020): 172–229. http://dx.doi.org/10.17816/nb57197.

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In the ethology of mental and nervous diseases in the Amur Territory, which from ancient times acquired the notorious reputation of the area with an extremely large number of suicides, alcoholics, demented and feeble-minded, as everywhere, in addition to organic diseases in general, have an outstanding condition on the one hand hereditary predisposition other.

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14

Elks, Martin A. "Believing is Seeing: Visual Conventions in Barr's Classification of the “Feeble-Minded”." Mental Retardation 42, no. 5 (October 2004): 371–82. http://dx.doi.org/10.1352/0047-6765(2004)42<371:bisvci>2.0.co;2.

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15

Jackson, Mark. "Images of deviance: visual representations of mental defectives in early twentieth-century medical texts." British Journal for the History of Science 28, no. 3 (September 1995): 319–37. http://dx.doi.org/10.1017/s0007087400033185.

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In his Feeblemindedness in Children of School-Age, first published in 1911, Charles Paget Lapage, physician to the Manchester Children's Hospital, wrote that one ‘only has to watch a group of feebleminded children to see that most of them have some peculiarity’. These words appear towards the end of an extensive discussion of the physical characteristics that could be found in feeble-minded children and are accompanied by a plate comprising four photographs of ‘Feebleminded Children showing Defective Expression’ (Figure 1).

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16

Schreiner, Mary B. "Realities of Life in an Institution." Pennsylvania History: A Journal of Mid-Atlantic Studies 89, no. 3 (2022): 429–44. http://dx.doi.org/10.5325/pennhistory.89.3.0429.

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ABSTRACT Pennsylvania citizens who were residents of Pennhurst, a state institution opened in 1908 for the “feeble-minded” of society, had unique life experiences. These experiences might seem ordinary but are extraordinary until one considers the setting in which they occurred or when one grasps the profound meaning of what happened there. Interviews with survivors of life in this institution, along with close examination of available archival records about others who lived at Pennhurst, yielded stories and memories that unveiled surprising realities about people with disabilities, both yesterday and today.

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17

McGovern, Constance M., and Stephen Noll. "Feeble-Minded in Our Midst: Institutions for the Mentally Retarded in the South, 1900-1940." Journal of Southern History 63, no. 3 (August 1997): 688. http://dx.doi.org/10.2307/2211697.

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18

Gelb, Steven A., and Steven Noll. "Feeble-Minded in Our Midst: Institutions for the Mentally Retarded in the South, 1900-1940." History of Education Quarterly 37, no. 1 (1997): 91. http://dx.doi.org/10.2307/369923.

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19

Davis, Audrey B. "Feeble-Minded in Our Midst: Institutions for the Mentally Retarded in the South, 1900–1940." History: Reviews of New Books 24, no. 3 (April 1996): 108. http://dx.doi.org/10.1080/03612759.1996.9951269.

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20

Dain, Norman, and Steven Noll. "Feeble-Minded in Our Midst: Institution for the Mentally Retarded in the South: 1900-1940." American Historical Review 102, no. 3 (June 1997): 907. http://dx.doi.org/10.2307/2171674.

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21

Tyor, Peter, and Steven Noll. "Feeble-Minded in Our Midst: Institutions for the Mentally Retarded in the South, 1900-1940." Journal of American History 83, no. 3 (December 1996): 1046. http://dx.doi.org/10.2307/2945729.

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22

Jelinek-Menke, Ramona. "Buildings on the Fringes of Society – 19th Century Protestant Asylums for ‘Idiots’ as Places of Hyper-Inclusion." Journal of Religion in Europe 9, no. 4 (November 30, 2016): 350–68. http://dx.doi.org/10.1163/18748929-00904003.

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This article analyses one Christian welfare institution and discusses the effects of its spatial location on the social position of its clients. By examining the mechanisms of inclusion and exclusion, it focuses on the early history of the Asylum of Alsterdorf for imbecile and feeble-minded children (Asyl für schwach- und blödsinnige Kinder zu Alsterdorf) in nineteenth-century Hamburg. The analytical perspective follows the concept of inclusion–exclusion as presented in Niklas Luhmann’s systems theory. It is argued here that a religious welfare institution may enclose its clients in a hyper-inclusive system for theological reasons and that, consequently, institutions of this kind contribute to the social exclusion of their clients.

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23

Goodman, Joyce. "Pedagogy and sex: Mary Dendy (1855–1933), feeble‐minded girls and the Sandlebridge schools, 1902–33." History of Education 34, no. 2 (March 2005): 171–87. http://dx.doi.org/10.1080/0046760042000338782.

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24

Myers, E. D. "Workhouse or asylum: the nineteenth century battle for the care of the pauper insane." Psychiatric Bulletin 22, no. 9 (September 1998): 575–77. http://dx.doi.org/10.1192/pb.22.9.575.

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Throughout the 19th century some 20–25% of all known pauper lunatics in England and Wales were accommodated in workhouses. Early on, the lunacy commissioners considered that all pauper lunatics should be admitted to asylums and were highly critical of the conditions under which they were kept in workhouses. As the century progressed the lunacy commissioners were forced to compromise because of the lack of space in asylums and diminishing confidence in the results of asylum treatment. By the end of the century the lunacy commissioners were reconciled to the accommodation of feeble-minded, imbecile, idiot, chronic psychotic and demented paupers in workhouses, but held to the view that the acute pauper insane should be admitted to asylums.

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25

Trent, James T. "Feeble-Minded in Our Midst: Institutions for the Mentally Retarded in the South, 1900-1940. Steven Noll." Isis 88, no. 2 (June 1997): 373–75. http://dx.doi.org/10.1086/383759.

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26

Beardsley, Edward H. "Book Review: Feeble-Minded in Our Midst: Institutions for the Mentally Retarded in the South, 1900-1940." Bulletin of the History of Medicine 70, no. 4 (1996): 734–35. http://dx.doi.org/10.1353/bhm.1996.0156.

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27

Lee, Hyeon-Jeong, Hvun-Ji Jeong, Moon-Do Kim, Seong-Chul Hong, Chang-In Lee, and Young-Sook Kwak. "Stress and Depressive symptoms of Mentally retarded person in Jeju area; A pilot study." Journal of Medicine and Life Science 2, no. 1 (June 1, 2004): 61–68. http://dx.doi.org/10.22730/jmls.2004.2.1.61.

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Background: This study was performed to evaluate stress and depressive symptoms of mentally retarded person in Jeju area.Method: CES-D (the Center of Epidemiological Studies-Depression Scale) to evaluate depressive symptoms, SSS (Subjective Stress Scale) to evaluate stress, PWI (Psychosocial Well-being Index) to evaluate stress have been used.Subjects were 45 mentally retarded person. 18 men, 27 women.Results: Pocket money socioeconomic status, occupation and sex have been founded to be correlates of depressive symptoms. Disability degree, pocket money, socioeconomic status, sex, education level of parent have been founded to be correlates of stress.Conclusion: Much attention and financial support from governments should be needed. The results also suggested that feeble minded person who attain adulthood needs more chance to train for social adjustment and to be educated.

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28

Beadie, Nancy, Joy Williamson-Lott, Michael Bowman, Teresa Frizell, Gonzalo Guzman, Jisoo Hyun, Joanna Johnson, et al. "Gateways to the West, Part II: Education and the Making of Race, Place, and Culture in the West." History of Education Quarterly 57, no. 1 (February 2017): 94–126. http://dx.doi.org/10.1017/heq.2016.5.

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In his 1916 book,The Measurement of Intelligence, Lewis Terman presented the first version of the Stanford-Binet scale and his testing results for groups of California children. Singling out a few children whose scores fell in the range he categorized as “feeble-minded,” Terman commented:[They] represent the level of intelligence that is very, very common among Spanish-Indian and Mexican families of the Southwest and also among negroes. Their dullness seems to be racial or at least inherent in the family stocks from which they came. The fact that one meets this type with such extraordinary frequency among Indians, Mexicans, and negroes suggests quite forcibly that the whole question of racial differences in mental traits will have to be taken up anew and by experimental methods.1

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29

Zussman, Robert. "The Girls and Boys of Belchertown: A Social History of the Belchertown State School for the Feeble-Minded." Contemporary Sociology: A Journal of Reviews 42, no. 4 (July 2013): 572–73. http://dx.doi.org/10.1177/0094306113491549u.

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30

Barow, Thomas. "Undesirable citizens: Education, care and control of the “Feeble-minded” in the Swedish Province of Malmöhus, 1900–1950." Alter 5, no. 2 (April 2011): 104–15. http://dx.doi.org/10.1016/j.alter.2010.09.008.

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31

Leon, Sharon M. "“A Human Being, and Not a Mere Social Factor”: Catholic Strategies for Dealing with Sterilization Statutes in the 1920s." Church History 73, no. 2 (June 2004): 383–411. http://dx.doi.org/10.1017/s000964070010931x.

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In the wake of the 1927 landmark Supreme Court decision in the Buck v. Bell case, which affirmed the constitutionality of laws authorizing the compulsory sterilization of so-called “feeble-minded” residents of state institutions, moral theologian and priest John A. Ryan took up his pen to address the issue of sterilization from a Catholics perspective. In the resulting pamphlet, Human Sterilization, Ryan argued that eugenic sterilization measures were not only unscientific and bad social policy, but that the Buck decision in its articulation of civil rights represented a clear departure from the understanding of natural rights in Catholic moral teaching. The production of this text was the first piece of literature published by the National Catholic Welfare Conference that attempted to mobilize Catholic citizens throughout the United States in active opposition to eugenic sterilizahon laws as they came before the state legislatures.

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32

Jones, Edwin. "The Borderland of Imbecility. Medicine, Society and the Fabrication of the Feeble Minded in Late Victorian and Edwardian England." Journal of Applied Research in Intellectual Disabilities 15, no. 2 (June 2002): 185–86. http://dx.doi.org/10.1046/j.1468-3148.2002.00114.x.

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33

Sewell, Alexandra, and Lj Ducksbury. "Exploring educational psychologist’s perceptions of the use and implications of standardised cognitive assessment and IQ." Educational and Child Psychology 30, no. 3 (September 2013): 96–106. http://dx.doi.org/10.53841/bpsecp.2013.30.3.96.

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In May 1913, Cyril Burt was employed by London County Council to make use of standardised cognitive testing for the assessment of ‘Feeble minded’ children under the Mental Deficiency Act of the same year. One hundred years later educational psychologists still draw on standardised cognitive assessment and IQ as a tool for their applied psychology. Based on Moore’s (2005) proposed application of social constructionism as a meta-theory, enabling research into how other theories are developed and applied in EP practice, a discursive psychology method is employed to examine this use. First, the paper identifies and analyses various discourses, from a small group of educational psychologists working in the West Midlands, England, concerning the use of standardised cognitive assessment and IQ. It then seeks to look at how the participant’s perceptions of standardised cognitive assessment and IQ are constructed through this discourse, how these perceptions guide responses to the use of standardised cognitive assessment and IQ, and what options are generated for them as educational psychologists.

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34

Mclaren, Angus. "The Creation of a Haven for ‘Human Thoroughbreds’: The Sterilization of the Feeble‐Minded and the Mentally Ill in British Columbia." Canadian Historical Review 67, no. 2 (June 1986): 127–50. http://dx.doi.org/10.3138/chr-067-02-01.

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35

Yoshii, Ryo. "J. E. W. Wallin's diagnostic theory for classifying the feeble-minded and backward in early twentieth-century public schools in America." International Journal of Inclusive Education 20, no. 8 (December 11, 2015): 844–54. http://dx.doi.org/10.1080/13603116.2015.1115560.

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36

Vorotynskiy, B. I. "Dr. Ed. Bérillon. Hypnotism and mental orthopedics. — Paris, 1898." Neurology Bulletin VII, no. 3 (November 25, 2020): 156–57. http://dx.doi.org/10.17816/nb50124.

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In this brochure, the author continues to defend and develop further his view on the meaning of hypnotism in its application to pedagogy, a view expressed by him back in 1886 at the Nancy congress. Dr. Brillon is an advocate of the belief that hypnosis can be of great service to the interests of pedagogy. Numerous experiments carried out on two different classes of society convinced the author that children from 5 to 15 years old generally quite easily fall into hypnosis. It is difficult for hypnosis to be given to those who have severely expressed signs of severe neuropathic inheritance. Children-idiotes do not fall into hypnosis; Although feeble-minded children fall asleep, their sleep is usually not deep, it is impossible to induce automatism in them, and it is also impossible to achieve the fulfillment of suggestion after hypnosis. Children with the stigmata of hysteria succumb to hypnotic suggestion, but it is possible to evoke deep sleep in them only after a series of preparatory sessions.

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37

Teicher, Amir. "Why Did the Nazis Sterilize the Blind? Genetics and the Shaping of the Sterilization Law of 1933." Central European History 52, no. 02 (June 2019): 289–309. http://dx.doi.org/10.1017/s000893891900030x.

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AbstractThe introduction of blindness into the Sterilization Law passed by the Nazis in July 1933, was exceptional, even by the standards of the time. Prior sterilization bills had focused on mental and nervous disorders, and they almost always excluded blindness as a category. The wish to sterilize the blind cannot be explained solely as stemming from the eugenic or economic threat that they allegedly posed to German society; such threats were acknowledged to be marginal, and they paled in comparison to the perceived menace attributed to the so-called feeble-minded and mentally ill. What made blindness of special significance for Nazi lawmakers was its disciplinary status among geneticists as an indisputable demonstration of the validity of the laws of heredity to human maladies. Together with two additional disease categories—deafness and Huntington's chorea—blindness provided Nazi legislators with scientific legitimization that helped pave the way for the sterilization of the mentally ill. For the blind, it was therefore not the fanaticism of the Nazis but rather their aspiration to ground their policy in biological teaching that ultimately proved fateful.

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38

Grossberg, Michael. "From feeble-minded to mentally retarded: child protection and the changing place of disabled children in the mid-twentieth century United States." Paedagogica Historica 47, no. 6 (December 2011): 729–47. http://dx.doi.org/10.1080/00309230.2011.621198.

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39

Koester, C. Elizabeth. "An Evil Hitherto Unchecked: Eugenics and the 1917 Ontario Royal Commission on the Care and Control of the Mentally Defective and Feeble-Minded." Canadian Bulletin of Medical History 33, no. 1 (January 2016): 59–81. http://dx.doi.org/10.3138/cbmh.33.1.59.

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40

Ruswick, Brent, and Elliott W. Simon. "INDUSTRY, IMPROVEMENT, AND INTELLECTUAL DISABILITY: FINDING THE HOPES AND FEARS OF PARENTS AND SUPERINTENDENTS AT THE PENNSYLVANIA TRAINING SCHOOL." Journal of the Gilded Age and Progressive Era 17, no. 1 (January 2018): 145–69. http://dx.doi.org/10.1017/s1537781417000585.

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This article examines late nineteenth-century preadmission records taken at the Pennsylvania Training School in order to better understand the biographical and medical characteristics of persons seeking admission to this prominent school for the “feeble-minded.” It draws on those records to then explore how guardians and the superintendent assessed the likelihood and nature of educational improvement. A pioneering institution for the education of people with intellectual disability, the Training School, generally known as “Elwyn,” kept extensive biographical and etiological records that contain a previously untapped wealth of data. These records offer valuable insight into parents’ understanding of their children's disability, their hopes for improvement, and opinions of what would constitute a successful, productive life. The authors use the records to develop a statistical profile of the characteristics of applicants that superintendent Dr. Martin Barr would deem most likely to improve from instruction, and a similar profile for those deemed incapable of improvement. We situate our analysis of the records within the Gilded Age context of anxieties surrounding the state of public education and worker productivity in an industrial economy. In the field of disability studies, the article adds to our understanding of how superintendents constructed and applied the “medical model” of disability and its tension with the lived social experience of disability.

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41

Berkowitz, E. "Feeble-Minded in our Midst: Institutions for the Mentally Retarded in the South, 1900-1940. By Steven Noll (Chapel Hill: University of North Carolina Press, 1995. xiii plus 254pp. $39.95/hardcover $16.95/paperback)." Journal of Social History 30, no. 3 (March 1, 1997): 754–55. http://dx.doi.org/10.1353/jsh/30.3.754.

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42

Bishop, Ian. "Steven Noll, Feeble-Minded in our Midst: Institutions for the Mentally Retarded in the South, 1900–1940. Chapel Hill: University of North Carolina Press, 1995. Pp. xiii+254. ISBN 0-8078-2220-5, $39.95 (hardback); 0-8078-4531-0, $16.95 (paperback)." British Journal for the History of Science 31, no. 1 (March 1998): 63–102. http://dx.doi.org/10.1017/s000708749747320x.

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43

"The feeble-minded." British Journal of Psychiatry 160, no. 3 (March 1992): 427–727. http://dx.doi.org/10.1192/s0007125000036345.

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44

"Criminality in the feeble minded." British Journal of Psychiatry 187, no. 6 (December 2005): 590–91. http://dx.doi.org/10.1192/bjp.187.6.590.

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45

"The care of the feeble-minded." British Journal of Psychiatry 186, no. 4 (April 2005): 356–57. http://dx.doi.org/10.1192/bjp.186.4.356.

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46

"The care of the feeble-minded." British Journal of Psychiatry 161, no. 3 (September 1992): 428–29. http://dx.doi.org/10.1192/s000712500012937x.

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47

"?The feeble-minded criminal??100 years on." Lancet 365, no. 9457 (January 29, 2005): 359–60. http://dx.doi.org/10.1016/s0140-6736(05)70206-3.

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48

"Care and control of the feeble-minded." British Journal of Nursing 19, no. 19 (October 2010): 1253. http://dx.doi.org/10.12968/bjon.2010.19.19.79282.

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49

Thomson, Gerald. "“Through no fault of their own”: Josephine Dauphinee and the “Subnormal” Pupils of the Vancouver School System, 1911-1941." Historical Studies in Education / Revue d'histoire de l'éducation, May 1, 2006, 51–73. http://dx.doi.org/10.32316/hse/rhe.v18i1.402.

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This article concerns the career of an early British Columbia teacher, Miss Josephine Dauphinee. She was the first teacher in the province to teach children labelled as feeble-minded in segregated special classes within the Vancouver school system. Dauphinee’s teaching career would be remarkable for that fact alone but the social and political motivation behind her special-class work was her life-long belief in eugenics. She saw herself as a progressive activist; by promoting the segregation of feeble-minded schoolchildren, she sought to advance the social logic of eugenics into the political realm. With the aid of local women’s groups, Dauphinee lobbied successfully for a sexual sterilization law and up until the last days of her teaching life followed an outmoded form of mental hygiene based on eugenic hereditarianism

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Garz, Jona T. "Fabricating spaces and knowledge: the Berlin-Dalldorf Municipal Asylum for “Feeble-Minded” Children (1880–1900)." History of Education Review ahead-of-print, ahead-of-print (May 18, 2021). http://dx.doi.org/10.1108/her-05-2020-0029.

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PurposeThis paper has two purposes. One is to examine the ways mentally disabled children were disciplined and cared for in Berlin, Germany/Prussia, at the end of the 19th century, by considering the way the architecture of the asylum affected the practices within it. The second purpose is to examine the manner in which the practices at the Dalldorf Asylum, especially the administrative paperwork, fabricated and stabilized the medico-pedagogical category of “feeble-mindedness”.Design/methodology/approachThis paper engages with reflections on asylum architecture and its connection to disciplining bodies as shown in Disability History and linking these insights to recent scholarship from the field of Science and Technology Studies on the fabrication of knowledge through observation. Drawing on microhistory as methodology it examines the fabrication of “feeble-mindedness” with and within the Dalldorf Asylum, focusing on architecture and design as well as administrative practices.FindingsThe analysis of the asylum's architecture reveals how certain ideas of hygiene and control derived from 19th century psychiatry, along with personal attentiveness and individualized learning were incorporated into the building, creating the notion of a “feeble-minded child” as being simultaneously dangerous and in danger. The paper further shows how the professionals involved were struggling with diagnosing these children, further showcasing that the space as well as the categorization of children, oscillating between psychiatry and pedagogy, has to be understood as contested.Originality/valueThis paper engages findings on the disciplining structures organizing everyday life within the asylum with concepts of fabricating knowledge as central to science studies. The Dalldorf Asylum, the earliest state-funded asylum for mentally disabled children in Germany and largely understudied, is used as the main research object. A microhistorical approach allows to make visible the intricate yet mundane practices involved in stabilizing the category of “feeble-mindedness”.

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