Karl Tornow

Portrait photo by Karl Tornow, 1942

Karl Tornow (born on December 11, 1900 in Wasserleben ; died on January 12, 1985 in Heusenstamm ) was the most important special education teacher under National Socialism , who also worked in special education beyond the time of National Socialism . As a doctor of auxiliary school teacher and as a leading member of the student council for special schools of the National Socialist Teachers Association, Tornow promoted the development of an overarching special education profession in Germany, established the term “special education” as a new name for the discipline in National Socialism and gave new impetus to teaching and selection practice in the auxiliary school given. Overall, he played a decisive role in laying the foundations for the special education system that took place during the Nazi era.

Life

Development and activity before the Nazi era

Karl Tornow was born on December 11, 1900 as the son of a Prussian railway official and his wife, who came from a talented urban family, in Wasserleben, Wernigerode district. While playing in the boys' groups in the village, he acquired important social skills. This became clear in the “Stippstörikes”, in which Tornow described his childhood experiences in water life. After attending elementary and middle school, Tornow trained as an elementary school teacher at the teacher training college in Halberstadt , but did not find a job in the elementary school during the overcrowding crisis . He therefore had to switch to welfare education , in which he worked from 1921 to 1928 . There he gained his first professional experience, which shaped him as a special educator.

From 1921 to 1923 Tornow worked as a parenting assistant in the state educational institution Gut Lüben near Burg, Magdeburg district in the education of "difficult to educate" active. In 1923 he moved to the Langendorf state orphanage near Weißenfels an der Saale as a teacher and educator . There he passed his second examination as a primary school teacher in 1925 . During his activity in Langendorf, he completed two courses lasting a few weeks for the auxiliary school teacher training at the auxiliary school in Halle an der Saale in 1927 . This enabled him to switch to this school as an auxiliary teacher in 1928. The auxiliary school in Halle was directed by Martin Breitbarth and was one of the largest and most important auxiliary schools of its time. Like other teachers at this school, Tornow obtained his doctorate in philosophy at the University of Halle-Wittenberg in addition to his teaching position at secondary schools . His dissertation on the auxiliary school curriculum was published by a renowned educational publisher in 1932 , the year of his doctorate , and quickly became a standard work in auxiliary school pedagogy .

Activity during the Nazi era

During the Nazi era, Tornow worked as a teacher and rector in the auxiliary school practice until 1942 . He also worked as a leading representative in the student council V ( special schools ) of the National Socialist Teachers' Association (NSLB) and determined the publication policy of the student council organ “ Die deutsche Sonderschule ” , published in 1934 . In 1939 he also took over the management of the Reichsfachgruppe Hilfsschulen in the Fachschaft special schools of the NSLB, representing Alfred Krampf . This enabled him to negotiate with the Reich and Prussian Ministry for Education, Science and National Education about auxiliary school issues and to influence their decrees. These included the 1942 Reich-wide applicable auxiliary school guidelines, which were based on Tornow's dissertation and had essentially been written by himself, and the "Personnel Form for the auxiliary school students" from 1940 , through which the auxiliary school selection was unified across the Reich.

In 1937 Tornow moved from the auxiliary school in Halle as rector to the auxiliary school in Magdeburg. There he also took over the management of the Gaufachschaft special schools Magdeburg-Anhalt of the NSLB and the part-time management of the auxiliary vocational school. Tornow made the Magdeburg auxiliary school known across the empire through contributions to the student body and through the "Magdeburg process" of the auxiliary school selection and became a model of the special school under National Socialism. In 1942 he was appointed to the provincial school college in Berlin as a school councilor for auxiliary school issues.

Tornow promoted the close cooperation of the student council for special schools with the Racial Political Office of the NSDAP (RPA) , which ran racial propaganda and anti - Semitic agitation. This cooperation began in 1936 in a joint training camp on racial politics for special school teachers in Tasdorf near Berlin . It was consolidated from 1937 onwards through the creation of a section for negative selection and special school issues in the RPA, to which leading special school teachers were appointed as part-time employees. Tornow had worked part-time in the Reichsleitung and in the Gauleitung Magdeburg-Anhalt of the RPA from 1937.

Tornow played a leading role in the " German Society for Child Psychiatry and Curative Education " (DGKH), which was founded as a joint scientific specialist society by child psychiatrists and special educators during the Nazi era. At the founding congress of the society, which took place in Vienna in 1940 , he gave a programmatic lecture in which he determined the relationship between special education and child psychiatry.

After Tornow was drafted as a soldier in 1943 , he was used in the air force hospital for spinal cord and brain injuries in Berlin in the rehabilitation of brain injured persons. He thus opened up a new field of work for auxiliary school teachers in the extracurricular area and expanded special school education to rehabilitation education.

Activity after the Nazi era

Tornow was classified in his denazification process , in which he presented himself as the savior of the auxiliary school and the auxiliary school children and as an opponent and victim of the Nazi regime, as "unpolluted". Like other members of the "war youth generation" born between 1900 and 1910, this enabled him to make a career again after the Nazi era. In 1951, Tornow moved from the successor facility to the Air Force hospital for brain injured people, which was housed in the psychiatric institution in Alzey , to a newly founded institute in Hanover called the "Psychotherapeutic Institute and Educational Advice Center for the State of Lower Saxony (Child Guidance Clinic)". There he was until 1967 a senior civil servant function as a special educator and psychologist involved in advising parents in the diagnosis and treatment of children and adolescents as well as in the "Psychagogenausbildung". This training, which was designed at the intersection of pedagogy and psychology and as advanced training for auxiliary school teachers and social pedagogues, was intended to open up a new field of work in the field of counseling for auxiliary school teachers. In 1960 Tornow was recognized as a training analyst after having completed part-time psychotherapeutic training. Between 1974 and 1975, he temporarily took over the management of the psychotherapeutic institute in Heidelberg as a training analyst. But as a psychotherapist, his main interest was the auxiliary school. Tornow worked part-time as a lecturer in the auxiliary school teacher training in the curative education institute at the University of Education in Hanover and tried in vain for a professorship for curative education.

Even if Tornow no longer had a function in the Association of German Aid Schools, which was renamed the Association of German Special Schools in 1955 and as such succeeded the Special Schools Student Council, the association's policy and its pronouncements were heavily influenced by Tornow's specifications. This became particularly clear in the aid school guidelines that the association presented in 1955 and the title of which largely corresponded to the nationwide aid school guidelines of 1942. Tornow's curriculum book was still quoted approvingly in 1980 in pedagogy for the learning disabilities , as auxiliary school pedagogy was now called, and used in auxiliary school teacher training. With new editions of his writings on the auxiliary school selection and the new edition of the personal form, Tornow continued to work in the auxiliary school practice. As in the Nazi era, Tornow took part in international curative education congresses as a representative of Germany. In 1981 Tornow was awarded the Cross of Merit on Ribbon of the State of Lower Saxony for his services in curative education and psychotherapy . The reason for this honor stated that his political behavior before 1945 did not prevent him from being awarded the medal. Tornow died on January 12, 1985 in Heusenstamm near Frankfurt am Main, where he ran a psychotherapeutic practice until his death .

The development of the special education profession

Tornow played an important role in the development of a special educational profession that encompassed all occupational groups of special school teachers, which took place under National Socialism. In the course of the “Gleichschaltung”, the separate professional associations of the blind, deaf-mute and auxiliary school teachers were transferred to the special schools of the NSLB in 1933. The student body for special schools was enforced by Martin Breitbarth, who led the transfer of the auxiliary school association to the NSLB, against the resistance of the deaf and dumb teachers with racial hygiene arguments. By creating a common professional organization for all groups of special education teachers existing at the time, an important step was taken for the equality of auxiliary school teachers with privileged teachers for the blind and deaf and deaf and for the development of an overarching special education profession. The common departmental organ “Die deutsche Sonderschule”, of which Tornow was the chief editor, and the common Reich-wide student union camp in Berlin-Birkenwerder also played an important role in bringing the separate professional groups together.

This camp was organized by the student council for special schools together with the Prussian Ministry of Education in October 1934 and January 1935. 188 selected male special school teachers were called up to the paramilitary organized camp, who came in equal parts from all specialist groups of the special schools department and from all parts of the German Reich and represented the elite of the German special school teachers. The camp in Birkenwerder not only served for racial hygiene training, but was also intended to make the unity of the special school teachers directly tangible. Teachers for the blind, deaf and dumb and auxiliary school teachers were united as a profession under National Socialism, not least because of the new common practical task that was presented to them by the “ Law for the Prevention of Hereditary Offspring ” (GzVeN). In the GzVeN, which was issued on July 14, 1933 and came into force on January 1, 1934, u. a. the “ innate nonsense ”, the “hereditary blindness” and the “hereditary deafness” as “hereditary diseases” and the forced sterilization of the “hereditary diseases” are laid down. This meant that all pupils in the existing special schools were identified as potentially “hereditary diseases” and all special school teachers were involved in working on the law through the special school as an institution. The selection in the special school thus became the pre-selection for the compulsory sterilization, to which the auxiliary school children categorized as “congenital imbeciles” fell victim, and the selection from the special school became the pre-selection for the “ euthanasia ”.

Tornow's particular endeavor was to develop joint special education teacher training , which was another important prerequisite for the development of the special education profession. A corresponding attempt by Tornow and the Fachschaft special schools in 1935 had failed due to the resistance of the deaf and dumb teachers who insisted on separate training. With the draft for the training and examination for auxiliary school teachers, which the Reich Ministry of Culture presented in 1941 and which bore Tornow's handwriting, Tornow tried to introduce the joint special school teacher training through the back door. This design could not be realized in the following time, but created the basis for future developments. The draft also included the experience that Tornow had gained as a lecturer in the auxiliary school teacher training at the auxiliary school in Halle.

The establishment of the term "special education"

In 1934 Tornow gave a seminal lecture in the student council camp in Birkenwerder, in which he established the unity of the student council for special schools and redefined curative education as special education. Linked to this was the redefinition of special school children. The deaf-mute teachers justified their rejection of the joint student body with the fundamental difference between the blind and deaf-mute education on the one hand, and the auxiliary school and curative education on the other, and declared that auxiliary school children can be cured, but the blind and the deaf are not. With the term “curative education”, the auxiliary school teachers did not focus on the curability of auxiliary school children, but rather marked the proximity of auxiliary school education to psychiatric medicine. Auxiliary school children have been identified by auxiliary school and curative education since their emergence in the 19th century as "innate feeble-minded people" and thus as incurably cerebral and predominantly hereditary diseases who as such required permanent special education in the special school.

In his lecture, Tornow replaced the term "curative education", which he judged as misleading, with the new term " special education ". He no longer determined special school children causally as blind, deaf or innately feeble-minded and thus as sick of each special kind, but ultimately as "disabled". Tornow stated that special school children were prevented from developing into a full member of the German national community using the usual educational facilities. The task of special education is to make the defective völkisch educational system functional. Pedagogy for the disabled followed this definition after the Nazi era, albeit with a different vocabulary. With the publication of Tornow's lecture, which was published in 1935 in the student body and in a monograph, the term “special education” quickly became known in specialist circles and established as a new name for the discipline under National Socialism.

In the lecture that Tornow gave at the founding conference of the German Society for Child Psychiatry and Curative Education on September 5, 1940 in Vienna, he specified the term, advocated its use instead of "curative education" and defined special education as "ethnic special education" the discipline also conceptually resembles the National Socialist ideology. Tornow explained that the aim of special education is not the "national" usefulness, because that includes hereditary biological ability, which is of course not available in some of the special school children. The special schools are collecting basins for genetically undesirable offspring who not only actively help to obtain documents for a fair decision about sterilization, but also make special school children usable for the people. This meant the education of the special school children to accept their sterilization as “hereditary sickness”, which the special school teachers claimed as their special contribution to the GzVeN.

The term “special education” was adopted by the Swiss special education teacher Heinrich Hanselmann, who held the first chair for curative education and is considered the nestor of curative education, in his “theory of special education” in 1941, without Hanselmann responding to the introduction of the term by Tornow in National Socialist Germany Referred. In an outraged reply, the student council for special schools referred to Tornow's authorship and claimed the term “special education” as “our intellectual property”.

The modernization of teaching practice in the auxiliary school

During the National Socialist era, Tornow made an important contribution to modernizing teaching practice in the auxiliary school. This happened mainly from a methodological point of view. In doing so, he also benefited from the experience he had gained in raising the home. The modernization of teaching practice was particularly evident in the auxiliary school primer, in school gardening and in the special school book “Erbe und Schicksal”.

The auxiliary school book

For the design of the auxiliary school as a special school and its replacement from the elementary school, besides own buildings and curricula, own textbooks were of particular importance. During the time of National Socialism, a uniform textbook for the auxiliary school was published for the first time. That was the “Primer for Aid Schools” that appeared in 1942 and was intended for the first two grades of the auxiliary school. It comprised two parts, the reading course and the "Reading book for the little ones", and represented the 7th edition of an auxiliary school book, the 1st edition of which was published in the Berlin area in 1926.

The 7th edition, on which Tornow was the first to work as editor, has been comprehensively changed from the 6th edition published in 1939. The fibula received a new gold-colored cover and was thus made particularly attractive for children. The images have been expanded, printed in full color and modernized. Photos and thus a modern medium were used for the first time in the primer. The Sütterlin script was replaced by the Latin script. The structure of the primer has also been modernized and its system improved. For example, the reading texts that made explicit reference to the life of children under National Socialism were no longer subsumed scattered under traditional local history sections, but systematically more convincingly summarized under the new section “From the Volksgemeinschaft” and supplemented by new texts and photos, especially Adolf Hitler showed. The section “From the Volksgemeinschaft” represented the largest part of the auxiliary school primer, which was much more Nazi-oriented than contemporary Volksschulfibeln.

The school gardening

In addition to work in the workshop and in the school kitchen, work in the school garden represented the center of auxiliary school instruction, which was understood as "practical life" instruction. The aim of the “practical” auxiliary school lessons, which in contrast to the “abstract book lessons” of the elementary school were determined, was to profile the auxiliary school as a special school and to make auxiliary school children socially and professionally “useful” for society. Accordingly, the lessons were tailored to the future occupational area of ​​the auxiliary school children, which was seen by auxiliary school pedagogy in an unskilled or semi-skilled activity, and limited to the imparting of the "vital" knowledge for this previously determined area.

Tornow modernized school gardening by expanding it to "open air education " and combining it with ideas of reform pedagogy . In the school garden, for example, a teaching arbor, an outdoor terrarium and a sandpit for teaching purposes should be built by the students themselves. The work in the school garden should also provide insights into hereditary biological relationships.

In the nationwide auxiliary school guidelines published in 1942 it was stated that gardening would offer the auxiliary school teacher in a special way the opportunity to perform educational, teaching, ideological and economic tasks. Gardening should protect the auxiliary schoolchild from being uprooted and thus defenseless and homeless, and the realization of open-air education should serve the auxiliary school's own mental education.

The special school book "Heritage and Fate"

The special school book Erbe und Schicksal , which Tornow had published as the main author together with the Dresden deaf-mute teacher Herbert Weinert (who had been working in marriage counseling centers for the sterilization of the disabled since 1936), was a school book for the hand of the special school teacher. It was from the practice of the two Authors in the special school have grown up and offered special school teachers a wealth of practical suggestions for racial hygiene lessons. The book concretized the specifications that Tornow had published in the student body in 1934.

"Erbe und Schicksal", in which 87 pictures, mostly photos, 36 kinship tables of "hereditary" families as well as 175 work tasks for schoolchildren and their solutions were presented, was methodologically ahead of its time. This becomes clear in a comparison with the book “Rasse und Erbe”, which was intended for racial hygiene lessons in elementary and secondary schools. The introduction to heredity and hereditary diseases in “Erbe und Schicksal” did not take place through professional instruction, but in the form of child-friendly stories that were told vividly by the teacher from whom Tornow spoke. The preparation of a family table took place step by step. The children were encouraged and actively involved in the work, terms and symbols were clearly explained, linked to the children's experience and their language and brought closer to the children through the use of the “we”.

"Erbe und Fate" was not only a masterpiece of methodical art, but also a masterpiece of propaganda that used racial hygiene to carry out covert propaganda for the special school. The presentation of the hereditary diseases, which made up the main part of the book, was followed by the presentation of the corresponding special schools. These were the blind, the deaf and mute, the hard of hearing, the speech therapy school and the auxiliary school. In this way, the special schools existing at that time were made visible as a racial-hygienic unit and as parts of the emerging special school system, which was first given its legal basis with the Reich Compulsory Education Act of 1938. In the sections on special schools, their special teaching methods were highlighted, special school children were shown in photos as useful members of the German national community and the indispensability of special school education for the "prevention of genetically ill offspring" was made clear.

The redesign of the auxiliary school selection

Since its beginnings around 1880 in Braunschweig, the auxiliary school has been recruiting its students through negative selection from the elementary school. With the “Magdeburg Procedure”, Tornow's auxiliary school selection was redesigned. This was mainly due to the fact that the general definition of auxiliary school children as “innately feeble-minded” was replaced by their forward-looking redefinition as “in need of auxiliary school”. The redefinition of children as “in need of auxiliary school” lives on essentially unchanged in its definition as “in need of special education”. Since the structure of the “Magdeburg Procedure” was practically identical to the nationwide personnel sheet decree for auxiliary school students from 1940 and instructions for completing the personnel sheet form specified in the decree, it was the first to create a nationwide uniform selection process and standardized the auxiliary school selection.

In addition to the instructions of the same name published by Gustav Lenz and Karl Tornow as teachers and directors of the Magdeburg Aid School in 1942, the “Magdeburg Procedure” included a folder with diagnostic material for the selection of the children by the auxiliary school teacher and the auxiliary school brochure “Thinking” written by Tornow You only: Our Fritz should go to the auxiliary school! ”, Which was published in 1940. This brochure, which was published in tens of thousands and which was the flagship of a series of publications by the NSLB on special schools, was primarily intended to “educate” the auxiliary school parents. She was supposed to refute their reservations about the auxiliary school, which not least concerned the sterilization of their children. The real purpose of the brochure, however, was to spread the redefinition of auxiliary school children as “in need of auxiliary school”. This redefinition turned out to be advantageous for the auxiliary school in many ways. This avoided equating auxiliary school children with “hereditary diseases” in the sense of the GzVeN, upgrading the auxiliary school and counteracting their perception as a “sterilization school”. In addition, through the redefinition of the children, the technical responsibility of the special educators for the auxiliary school selection was established, the limit for selection from the elementary school was shifted “up” and the selection in the auxiliary school was strengthened.

The cover photo of the auxiliary school brochure, which showed a school starter who had no visible mental or physical impairments, made the redefinition of the auxiliary school child as “in need of auxiliary school” clear at first glance. Like the “Magdeburg Procedure”, the brochure grew out of Tornow's practice as a teacher and principal in the auxiliary school and, like “Erbe und Schicksal”, was a masterpiece of methodical art and propaganda for the special school. In 1944 the brochure appeared in an expanded and modified edition . In 1955 it was reissued essentially unchanged along with the “Magdeburg Procedure”. Only the references to the GzVeN had been deleted. Tornow also reissued the personal form for the auxiliary school that was published during the Nazi era, which was sold in large numbers and used in auxiliary school practice as late as the 1970s.

reception

There is no noteworthy research on Tornow in special education. This corresponds to the fact that central connections to special education under National Socialism were concealed by special education. Documents from Tornow's estate, which Gerhard Eberle, auxiliary school teacher at the curative education institute of the Heidelberg University of Education and leading representative of the auxiliary school association in Baden-Württemberg, had since 1985 and of which Sieglind Ellger-Rüttgardt was demonstrably aware, were not made public by them and for the Research used. Only one of these documents, a “clean bill of health” for Tornow, was published by Eberle around 20 years later, but without specifying the location. This source was supposed to prove that “Erbe und Schicksal” was banned by the RPA immediately after its publication because it did not correspond to the National Socialist views. While Tornow had used this false assertion in his denazification process to prove himself to be the savior of the auxiliary school and the auxiliary school children and as an opponent and victim of the Nazi regime, it now served Eberle as evidence that “legacy and fate” are not effective in auxiliary school practice could, and with it the relief of the auxiliary school teachers under National Socialism.

Tornow had bequeathed a number of his writings to the library of the curative education institute at the University of Education in Heidelberg during his lifetime. These included the “Primer for Aid Schools” and “Heritage and Fate”. In both books, illustrations and texts that referred to National Socialism were pasted over or cut out by Tornow. For example, the main part “From the People's Community” was missing in the primer and the concluding part in “Inheritance and Fate” was missing, which dealt with “The prevention of genetically ill offspring”. “Erbe und Schicksal” (Erbe und Fate) were attached to the two reports that the publisher had obtained from a doctor and a teacher for the manuscript and which rated it as positive overall. Tornow wanted to justify himself with these documents and influence his reception in special education.

In Tornow's reception, which took place in special education after the Nazi era, two phases can be distinguished. In the first phase, which lasted until the 1970s, Tornow was generally well received. This is made clear by the keyword article on Tornow, which appeared in the "Encyclopaedic Handbook of Special Education" in 1969 and thus still during Tornow's lifetime. In this article, Tornow was portrayed as a reform-pedagogical oriented auxiliary school methodologist and didactician and as a savior of the auxiliary school, who had turned against tendencies during National Socialism that aimed at the abolition of the auxiliary school. The critical assessment that after 1933 he advocated the penetration of the auxiliary school and auxiliary school pedagogy with National Socialist ideology was relativized, if not canceled. Only publications that had appeared before or after the Nazi era were listed as Tornow's writings. The biographical data on Tornow were largely incorrect.

These false biographical data were taken over by Ellger-Rüttgardt around 30 years later in a contribution that appeared in the anniversary volume for the centenary of the auxiliary school association in 1998. This contribution stands for the second phase and for the current reception of Tornow in special education. Tornow is now received in special education as a "Nazi functionary" and thus as the embodiment of the racial hygiene efforts of the Nazi regime, to which auxiliary school children fell victim. Accordingly, “Legacy and Fate” is brought to the fore and Tornow's publications before and after the Nazi era are faded out. As the incarnation of evil, Tornow is placed in opposition to the auxiliary school teachers in the practice who tried to save what could be saved. The fact that Tornow worked as an auxiliary school teacher and rector in practice during the time of National Socialism and exerted lasting influence on auxiliary school teachers is not shown. It is therefore not surprising that there is no research on the Magdeburg auxiliary school in special education either.

Tornow's texts are manipulatively shortened to confirm his reception as a Nazi functionary. For example, in the abridged copy of Tornow's 1936 contribution "The cooperation of the special school teacher in the implementation of the law for the prevention of genetically ill offspring" in a collection of sources for special education, all examples from Tornow's practice as an auxiliary school teacher and the focus of his contribution have been left out. This also applies to the descriptive subtitle “From the practice of the expert work of the auxiliary school teacher”, which was only listed with the source. Likewise, when the section “From auxiliary students and from the auxiliary school” from “Erbe und Schicksal” is printed in this source collection, the photos that show auxiliary school children as Hitler youths or as people who work together in the school garden have been omitted. The depiction of the auxiliary school children as useful members of the German national community has thus been faded out and made invisible that “heritage and fate” was also a propaganda book for the special school.

In historical educational research, in contrast to special education, Tornow is received as a pioneer of the special education profession, which was significant for the development of special education beyond the time of National Socialism. The basis for this is extensive source research.

Works

• The teaching and education plan of the auxiliary school. Theoretical foundation and practical design of curative education. Carl Marhold, Halle a. P. 1932; 2nd unchanged edition, Armanen, Leipzig 1938
• Ethnic curative or special education? At the same time a justification of the unity of the Reichsfachschaft V (special schools) in the NSLB. Carl Marhold, Halle a. P. 1935
• The cooperation of the special education teacher in the implementation of the law for the prevention of genetically ill offspring. From the practice of the expert work of the auxiliary school teacher. In: Die deutsche Sonderschule, 3, 1936, no. 5, pp. 321–332
• "Just think: Our Fritz should go to the auxiliary school!" Deutscher Volksverlag, Munich 1940; 2nd revised edition, Deutscher Volksverlag, Munich 1944; 3rd revised edition, Gebrüder Müller, Kassel 1955
• Völkisch special education and child psychiatry. In: Report on the 1st conference of the German Society for Child Psychiatry and Curative Education in Vienna on September 5, 1940. In: Zeitschrift für Kinderforschung, 49, 1941, published 1943, No. 1, pp. 76–86
• with Gustav Lenz: The Magdeburg process. Instructions for sorting out children in need of secondary school, taking into account the new personnel sheet for secondary school students. Deutscher Volksverlag, Munich 1942; 2nd revised edition, Gebrüder Müller, Kassel 1955
• with Herbert Weinert: Legacy and Destiny. About injured people, hereditary diseases and how to combat them. Alfred Metzner, Berlin 1942
• with Willibald Zausch and Alfred Krampf (eds.): Primer for auxiliary schools. 1st part: the way from reading to writing, 2nd part: reading book for the little ones. 7th revised edition, Ferdinand Hirt, Breslau 1942
• Complete catalog of works. In: Dagmar Hänsel: Karl Tornow as a pioneer of the special education profession. The foundation of the existing in the Nazi era. Julius Klinkhardt, Bad Heilbrunn 2008, pp. 343–347, ISBN 978-3-7815-1624-3

literature

• Josef Fischer: Karl Tornow. In: Encyclopedic Handbook of Special Education and its Border Areas, ed. by Gerhard Heese and Hermann Wegener, vol. 3, 3rd edition, Carl Marhold, Berlin 1969, col. 3540-3541
• Sieglind Ellger-Rüttgardt: The Association of Aid Schools in Germany on the Way from the Weimar Republic to the "Third Reich". In: Andreas Möckel (ed.): Success, decline, new beginning. 100 years of the Association of German Special Schools - professional association for disabled education. Published on behalf of the association. Ernst Reinhardt, Munich, Basel 1998, pp. 50–95, ISBN 3-497-01437-0
• Sieglind Ellger-Rüttgardt (ed.): Learning disabled pedagogy. Study texts on the history of disabled education. Beltz, Weinheim, Basel, Berlin 2003, ISBN 3-407-57207-7
• Sieglind Ellger-Rüttgardt: History of Special Education. Ernst Reinhardt, Munich, Basel 2008, ISBN 978-3-8252-8362-9
• Heiner Fangerau, Sascha Topp, Klaus Schepker (eds.): Child and adolescent psychiatry during National Socialism and in the post-war period. The history of their consolidation. Springer, Berlin 2017, ISBN 978-3-662-49805-7
• Dagmar Hänsel : The Nazi period as an asset for auxiliary school teachers. Julius Klinkhardt, Bad Heilbrunn 2006, ISBN 3-7815-1491-9
• Dagmar Hänsel: Karl Tornow as a pioneer of the special education profession. The foundation of the existing in the Nazi era. Julius Klinkhardt, Bad Heilbrunn 2008, ISBN 978-3-7815-1624-3
• Dagmar Hänsel: Special school teacher training under National Socialism. Julius Klinkhardt, Bad Heilbrunn 2014, ISBN 978-3-7815-1990-9
• Dagmar Hänsel: Völkisch special education. In: Michael Fahlbusch, Ingo Haar, Alexander Pinwinkler (Hrsg.): Handbuch der Völkischen Wissenschaften. Actors, Volume 2: Actors, Networks, Research Programs, 2nd fundamentally revised and expanded edition, Walter de Gruyter, Berlin, Boston 2017, pp. 1218–1228, ISBN 978-3-11-043891-8
• Dagmar Hänsel: Special School in National Socialism. The Magdeburg Aid School as a model. Julius Klinkhardt, Bad Heilbrunn 2019, ISBN 978-3-7815-2285-5
• Dagmar Hänsel: Karl Tornow and special education. In: Zeitschrift für Heilpädagogik, H. 1, 2020, S. 4–12
• Rudolph Bauer : Tornow, Karl , in: Hugo Maier (Hrsg.): Who is who of social work . Freiburg: Lambertus, 1998 ISBN 3-7841-1036-3 , pp. 590f.

Web links

• Literature by and about Karl Tornow in the catalog of the German National Library

Individual evidence

1. ↑ Hänsel, Dagmar .: Karl Tornow as a pioneer of the special education profession: laying the foundations for the existing in the Nazi era . Klinkhardt, Bad Heilbrunn 2008, ISBN 978-3-7815-1624-3 .
2. ↑ Hansel, Dagmar .: The Nazi era as an asset for auxiliary school teachers . Klinkhardt, Bad Heilbrunn 2006, ISBN 978-3-7815-1491-1 .
3. ↑ Dagmar Hänsel: Special school under National Socialism The Magdeburg auxiliary school as a model . Klinkhardt, Bad Heilbrunn, ISBN 978-3-7815-2285-5 .
4. ^ Fangerau, Heiner, 1972-, Topp, Sascha ,, Schepker, Klaus ,: Child and adolescent psychiatry in National Socialism and in the post-war period: the history of their consolidation . Berlin, ISBN 978-3-662-49806-4 .
5. ↑ Guidelines for teaching and upbringing in special needs schools . In: Journal for curative education . tape 6 , no. 2 , January 1, 1968, ISSN  2366-7796 , pp. 599-638 , doi : 10.1515 / zpt-1968-0205 .
6. ↑ Baier, Herwig .: Introduction to learning disabled pedagogy . Kohlhammer, Stuttgart 1980, ISBN 3-17-005626-3 .
7. ↑ Hänsel, Dagmar .: Special school teacher training in National Socialism . Klinkhardt, Julius, Bad Heilbrunn 2014, ISBN 978-3-7815-1990-9 .
8. ↑ Hansel-Schwager ..., Schwager, Hans-Joachim .: Introduction to the special educational school theory . Beltz, Weinheim 2003, ISBN 3-407-25267-6 .
9. ^ Ernst Klee : German Medicine in the Third Reich. Careers before and after 1945. S. Fischer, Frankfurt am Main 2001, ISBN 3-10-039310-4 , p. 100 f.
10. ^ Fahlbusch, Michael ,, Haar, Ingo ,, Pinwinkler, Alexander ,, Hamann, David ,: Handbuch der Völkischen Wissenschaften: Actors, Networks, Research Programs . 2nd, fundamentally expanded and revised edition. Berlin, ISBN 978-3-11-042990-9 .
11. ^ Dagmar Hänsel: The German Society for Child Psychiatry and Curative Education under National Socialism as a disguised professional society for special education . In: Child and adolescent psychiatry during National Socialism and in the post-war period . Springer Berlin Heidelberg, Berlin, Heidelberg 2017, ISBN 978-3-662-49805-7 , pp. 253-275 , doi : 10.1007 / 978-3-662-49806-4_6 .
12. ↑ Willibald Zausch, Alfred spasm, Karl Tornow: Primer for auxiliary schools . 7th revised edition. Ferdinand Hirt, Breslau 1942.
13. ^ Ernst Klee : German Medicine in the Third Reich. Careers before and after 1945. S. Fischer, Frankfurt am Main 2001, ISBN 3-10-039310-4 , pp. 68, 98 and 100.
14. ↑ Hans Heinze: Race and Heritage. A guide in the field of race studies, heredity and genetic health care for use in elementary and middle schools . Hermann Schroedel, Halle (Saale) 1934.
15. ↑ Dagmar Hansel: “Legacy and Fate”. Reception of a special school book . In: Journal for Pedagogy . tape 55 , no. 5 , 2009, p. 781-794 .
16. ^ Schwager, Hans-Joachim, 1929-: The special school as a school for the poor: from common lessons to special education based on the Braunschweig model . Lang, Bern 2004, ISBN 3-03910-242-7 .
17. ^ Dagmar Hänsel: The German Society for Child Psychiatry and Curative Education under National Socialism as a disguised professional society for special education . In: Child and adolescent psychiatry during National Socialism and in the post-war period . Springer Berlin Heidelberg, Berlin, Heidelberg 2017, ISBN 978-3-662-49805-7 , pp. 253-275 , doi : 10.1007 / 978-3-662-49806-4_6 .
18. ↑ Dagmar Hänsel: Sources on the Nazi period in the history of special education 2012, no . 2, pp. 242-261 . In: Journal for Pedagogy . tape 58 , H. 2, 2012, p. 242-246 .
19. ↑ Dagmar Hänsel: Demands of inclusive special education for primary schools . In: Profession and Discipline . Springer Fachmedien Wiesbaden, Wiesbaden 2017, ISBN 978-3-658-13501-0 , p. 39-54 , doi : 10.1007 / 978-3-658-13502-7_3 .
20. ^ Josef Fischer: Karl Tornow . In: Gerhard Heese, Hermann Wegener (Hrsg.): Encyclopedia manual of special education and its border areas . 3. Edition. tape 3 , no. 5 . Carl Marhold, Berlin 1969, Sp. 3540-3541 .
21. ^ Sieglind Ellger-Rüttgardt: The Association of Aid Schools in Germany on the Way from the Weimar Republic to the "Third Reich" . In: Andreas Möckel (ed.): Success, decline, new beginning. 100 years of the Association of German Special Schools - professional association for disabled education. Published on behalf of the association. Ernst Reinhardt, Munich and Basel 1998, ISBN 3-497-01437-0 , p. 50-95 .
22. ^ Ellger-Rüttgardt, Sieglind .: History of special education: an introduction; with 12 tables . E. Reinhardt, Munich 2008, ISBN 978-3-8252-8362-9 .
23. ↑ Ellger-Rüttgardt, Sieglind .: Learning Disabled Education . Beltz, Weinheim 2003, ISBN 3-407-57207-7 .
24. ↑ Hansel, Dagmar .: The Nazi era as an asset for auxiliary school teachers . Klinkhardt, Bad Heilbrunn 2006, ISBN 978-3-7815-1491-1 .
25. ↑ Hänsel, Dagmar .: Karl Tornow as a pioneer of the special education profession: laying the foundations for the existing in the Nazi era . Klinkhardt, Bad Heilbrunn 2008, ISBN 978-3-7815-1624-3 .
26. ↑ Hänsel, Dagmar .: Special school teacher training in National Socialism . Klinkhardt, Julius, Bad Heilbrunn 2014, ISBN 978-3-7815-1990-9 .
27. ↑ Dagmar Hänsel: Special school under National Socialism The Magdeburg auxiliary school as a model . Klinkhardt, Bad Heilbrunn, ISBN 978-3-7815-2285-5 .