Van Koetsveld and his ‘School for Idiots’ in the Hague (1855–1920): gender and the history of special education in the Netherlands

The opportunity to participate in this conference is a welcome one. It is an honour to be invited to give a lecture which commemorates the work of an outstanding educator, Des English. To have the needs of special education brought directly to the attention of the Curriculum Development Centre in this way is timely and may well give a focus and an impetus to our thus far modest efforts in this direction. It is noteworthy that the conference has provided for a number of curriculum workshops in which particular dimensions of needs can be addressed. It is important that in those workshops specific needs are related systematically to overall curriculum design and development questions. There is added reason for this in the criticism within special education of the historic tendency to define and categorise qualities and conditions of need according to narrow or highly particularised criteria instead of setting curriculum tasks within a broad framework of aims and a wide and open definition of learning situations. This is perfectly understandable in view of the history of special education and the fact that we are concerned with a particular dimension and aspects of learning. There are institutional constraints, too, which are acknowledged in the Warnock Committee’s statement:

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The Netherlands and European Integration

Oxford Research Encyclopedia of Politics ◽

10.1093/acrefore/9780190228637.013.1151 ◽

2019 ◽

Author(s):

Mathieu Segers

Keyword(s):

The Netherlands ◽

European Integration ◽

Polished Surface ◽

Constitutional Treaty ◽

The Public ◽

History Of ◽

The Hague ◽

Fortress Europe ◽

The Veil ◽

The Eu

Why did the Netherlands take part in the process of European integration from the beginning? How did that happen, and what consequences did it have? At present, questions like these linger immediately beneath the polished surface of the official narratives of economic rationalism and idealistic instrumentalism that dominate narratives about the Netherlands’ role as founding member of European integration. The clear no-vote in the 2005 referendum on the constitutional treaty for the EU and the outbreak of the Euro-crisis in 2010 have pulled the veil away from these underlying issues. As one of the founders of today’s European Union, the Netherlands has been a key player in the process of European integration. The Dutch like to think of themselves as shapers of European integration—matching their image in historiography—but the history of their participation in the European project often tells a very different story. Yes, as founders of the EU, the Dutch actively co-shaped European integration, but often in ways not unveiled in the official and rather consistent post facto narratives. In the past decades, governments in The Hague often steered an erratic course in European integration, trying to reconcile high hopes for instrumental free trade arrangements and transatlantic community with a deep-seated anxiety over the potential emergence of a small, continental, and politicized “fortress Europe.” This is a story that is both less known to the public and less prominent in the existing historiography.

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History of Special Education in South Africa and the Challenges of Inclusive Education

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.434 ◽

2019 ◽

Author(s):

Sigamoney Manicka Naicker

Keyword(s):

South Africa ◽

Special Education ◽

Inclusive Education ◽

Theory And Practice ◽

Structural Level ◽

Single System ◽

Depth Analysis ◽

History Of Special Education ◽

Inclusive System ◽

History Of

Altering a dual system of education (special and ordinary) in South Africa to an inclusive system requires substantial change in terms of thinking and practice. After almost 20 years of implementing Education White Paper 6 (published by South Africa’s Department of Education in 2001), it is very important that theories, assumptions, practices, models, and tools are put under intense scrutiny for such an inclusive policy to work. Such a single system of education should develop the capacity to address barriers to learning if it wants to include all learners into the system. What are the main barriers that deprive learners from access to a single system of education and what changes should take place so that a truly inclusive system can be created? South Africa introduced seven white papers in education but all of them were implemented in ways that were not entirely influenced by the theory and practice of inclusive education. Inclusive education requires the system to change at a structural level so that mainstream education takes ownership of the ideology and practice of inclusive education. This change should bring about consistency in relation to other white papers; for example, curriculum development, early childhood education, and adult education. In implementing inclusive education, South Africa did not take seriously the various barriers to inclusion, such as curriculum, in providing access to learners who experience difficulties. Thus, an in-depth analysis of the history of special education is provided, with a view toward specifying recommendations for attempts to create the right conditions for a truly inclusive system of education in South Africa.

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Le codex Buslidianus des épopées de Stace

Mnemosyne ◽

10.1163/1568525x-12341814 ◽

2016 ◽

Vol 69 (3) ◽

pp. 420-432

Author(s):

Valéry Berlincourt

Keyword(s):

The Netherlands ◽

National Library ◽

History Of ◽

Recent Edition ◽

The Hague ◽

Shed Light

Several readings of the codex Buslidianus of Statius are quoted from Bernartius (1595) and Gronovius (1653) in the recent edition by Hall, Ritchie and Edwards (2007-2008). This manuscript has not yet been identified, and the question whether Bernartius and Gronovius refer to the same manuscript or not has not been answered yet. By examining a collation made by Gronovius, it proves possible both to establish that the codex Buslidianus he used is a manuscript preserved at the Royal Library in The Hague (National Library of the Netherlands), and to suggest that Bernartius used the same source. These findings shed light on the history of the manuscript of The Hague, and they reveal that some readings of those folios that are now lost have been preserved by Gronovius. Plusieurs leçons du codex Buslidianus de Stace sont citées d’après Bernartius (1595) et Gronovius (1653) dans la récente édition de Hall, Ritchie et Edwards (2007-2008). Ce manuscrit n’a pas encore été identifié, et la question de savoir si les éditeurs anciens se réfèrent ou non au même manuscrit n’a pas encore trouvé réponse. L’examen d’une collation effectuée par Gronovius permet de démontrer que le codex Buslidianus qu’il a utilisé est un manuscrit conservé à la Bibliothèque Royale de La Haye (Bibliothèque Nationale des Pays-Bas), et de suggérer que Bernartius a utilisé la même source. Ces découvertes éclairent l’histoire du manuscrit de La Haye, et elles révèlent que certaines leçons de ses feuillets aujourd’hui perdus ont été préservées par Gronovius. This article is in French.

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The Seventh Year of the Permanent Court of International Justice

The American Journal of International Law ◽

10.2307/2190232 ◽

1929 ◽

Vol 23 (1) ◽

pp. 1-29 ◽

Cited By ~ 1

Author(s):

Manley O. Hudson

Keyword(s):

The Netherlands ◽

International Justice ◽

Administration Of Justice ◽

The World ◽

The Future ◽

History Of ◽

The Hague ◽

Advisory Opinions ◽

Standing Question

Several important events have marked the seventh year in the history of the Permanent Court of International Justice. The court was in session at The Hague from February 6, 1928, to April 26, 1928 (thirteenth session); from June 15, 1928, to September 13, 1928 (fourteenth session); and from November 12, 1928, to November 21, 1928 (fifteenth session). It handed down two advisory opinions (Nos. 15 and 16) and two judgments (Nos. 12 and 13), and several important orders. It lost the services of two eminent judges through the resignation of Judge John Bassett Moore and the death of Judge André Weiss. A settlement was reached with the Netherlands Government of the long-standing question as to the privileges and immunities of the judges and registry officials; and, what is perhaps more important for the court’s future, the signatories of the court’s protocol of signature began the consideration of changes in the court’s statute in the light of seven years’ experience. The seventh year marks progress in the establishment of the court’s position as the chief agency in the world for the international administration of justice, as it marks also changes which will affect the future of the court.

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Nijhoff in America: Booksellers from the Netherlands and the Development of American Research Libraries – Part I

Quaerendo ◽

10.1163/157006910x510681 ◽

2010 ◽

Vol 40 (2) ◽

pp. 166-226 ◽

Cited By ~ 1

Author(s):

Hendrik Edelman

Keyword(s):

The Netherlands ◽

European Continent ◽

Research Libraries ◽

Staff Members ◽

Innovative Leadership ◽

History Of ◽

Chronological Sequence ◽

International Publishing ◽

American Research ◽

The Hague

AbstractAmerican libraries began to be developed in the middle of the nineteenth century and were among the world's most prominent a century later. The remarkable history of the major libraries in North America, their European models and their strong and innovative leadership is reported here in more or less chronological sequence from the earliest efforts to about 1970, when the unprecedented growth came to an end. The building of the international library collections could not have been achieved without the enterprising efforts of many booksellers in England and on the European continent. Among those who made significant contributions, were three booksellers from the Netherlands: Frederik Muller, Martinus Nijhoff and Swets & Zeitlinger. This article describes their role, but concentrates on Martinus Nijhoff, publisher and bookseller of The Hague, who had by far the longest successful tenure in supplying American libraries with European books and periodicals. Between 1853 and 1971, three generations of the Nijhoff family – Martinus, Wouter and Wouter Pzn –, with their staff members, built one of the leading international publishing and bookselling houses in the Netherlands. Their legacy is permanently embedded in the collections of the great North American libraries.

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The History of Special Education: From Isolation to Integration

History of Education Quarterly ◽

10.2307/369282 ◽

1994 ◽

Vol 34 (4) ◽

pp. 489

Author(s):

Joseph L. Tropea ◽

Margaret A. Winzer

Keyword(s):

Special Education ◽

History Of Special Education ◽

History Of

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