Abstract
ABSTRACT The history of the Hilfsschule (special school) is contested and multifaceted. For the German context, most research to date has focused on institutions or professional pioneers in special education. This paper, through a “New Historicism” perspective, asks how a group of pupils, described as “retarded”, could become a new pedagogical object within a discourse among teachers, psychiatrists, school doctors and local administrations at the end of the nineteenth century. Linking national and local discourses, this paper analyses the emergence of the special school pupil (Hilfsschulkind) in Germany within a broader discourse of educability as well as through knowledge practices, namely record-keeping systems.
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