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Øland: A state ethnography of progressivism 79
thread is intrinsically tied to the previous thread and the psychologists’ interest in
young children and development.
It is clear that the pedagogy of schooling during the period under study was
influenced by the pedagogy of kindergartens, infants and young children, and the
understanding of the child that is associated with the insights derived from develop-
mental psychology. ‘The child’ that emerged drew on psychological understandings
of young children. The circle of people that gathered around and took part in activi-
ties at ‘The school for kindergarten teachers’ (Kursus for småbørnspædagoger), called
Kursus, thus became part of the overall construction of the field of significant school
pedagogues. In the 1920s, Thora Constantin-Hansen and Sofie Rifbjerg – on requests
from several female kindergarten teachers – began to lecture about kindergarten pe-
dagogy and psychology in a three-month long course. In 1928, an educational
course, having a duration of two years, was initiated (Rifbjerg 1966: 223). The pur-
pose of the course was to develop these young women: to make them independent
and liberal pedagogues, respecting the child’s spontaneous growth, discovering the
powers of the child to let these powers grow. 20 Furthermore, the young women were
to learn to contain their urge to reprimand as well as their urge to think of specific
behaviour as societal damage. They were to respect every act from the child, because
the acts were considered the only way to acquaint oneself with the inner characte-
ristics of the child: the mental life of the child. To observe the acts and moves of the
child was a prerequisite for arranging activities in order to make sure that further de-
velopment, academically and as a human being in general, was put on the ‘right
track’.
Examining the activities at Kursus, it appears that Kursus paid considerable atten-
tion to the dawning conception of the human nature that was about to find its way
into the school. Creative work and human activity were important elements of the
thinking at Kursus, and the lecturers at Kursus reflected this. Thus, the psychologists
Sofie Rifbjerg, Anne Marie Nørvig, C. C. Kragh-Müller, P. W. Perch, Inger Kristine
Mortensen and Inger Bernth, the philosopher and psychoanalyst Sigurd Næsgaard,
the composer and music pedagogue Bernard Christensen, the piano player and jazz
pedagogue (and later professor of literature) Sven Møller Kristensen, the ‘teacher of
rhythms’ Astrid Gøssel, the teacher Torben Gregersen, the philosopher Knud Grue-
Sørensen and the philologist and historian Elin Appel – and more – all joined Kur-
sus. 21 Several of them were at the same time part of the circle involved in ‘The cultu-
ral battle’, the teachers’ division of ‘A liberated Denmark’ or another of the already
20 Cf. the pamphlet ‘Montessorikursus. Toaarigt uddannelseskursus for smaabørnslærerinder ved Sofie
Rifbjerg, mag.art., og Sigurd Næsgaard, Dr. Phil.’, dated January 10, 1930, the depository ‘Ordinary
Schools’ (‘Almindelige skoler’), The Royal Library: The Collection of Pamphlets and Corporate Publications
(Det Kongelige Biblioteks Småtrykssamling). Kursus was called Montessorikursus 1928-1933.
21 The archives of ‘The school for kindergarten teachers’, Provincial Archives of Zealand (Arkivet for
Seminariet for småbørnspædagoger, Landsarkivet for Sjælland m.v.). From these archives, e.g., a guest
book and different historical material, newspaper clippings etc., have been read through. Furthermore,
annual accounting reports 1944-1959 have been read through, retrieving information on the teachers
employed.