By Arild S. Ebbe

“The conditions of a tiny country and its inherent scepticism; the confined space in this country; the feeling of being stuck in a small creek, while the big waves were thundering outside in the distance, weighed down this man.

Like so many others he started out in a dauntless spirit, in his vivid imagination picturing all impediments cleared away; but time passed and he learned the proverbial lessons about the thorny path to honour and glory. He believed himself able to advance by leaps and bounds, but soon enough learned that the journey shall be measured at a snail’s pace. He imagined the erection of a statue but managed only a torso”.  This is what “Illustrated Journal” wrote on the occasion of Malling Hansen’s death in 1890.

They were probably right; and yet, Malling Hansen achieved a lot. He invented the writing ball, the tachygraf and the xerography – had the stature of an excellent biologist and died – only 55 years old – as principal and pastor of the Royal Institute for the Deaf-Mute in Copenhagen.

On his life-journey he did have periods of sunshine, and we also cannot claim that he encountered dogged resistence, however he was often met with indifference, where he had hoped to find a warm reception, reticence where he had hoped for full approval.  People did not believe him all together, only listened with half an ear and were willing to venture only little.

Hans Rasmus Johan Malling Hansen – who used to sign as R.Malling Hansen – was born September 5, 1835 in Hunseby, Lolland.  His father, Johan Frederik Hansen, was a teacher at Havlykke, his mother was Juliane Cathrine, née Matzen. After the early death of the father (1839) he was adopted as foster son by the remarkably cultivated and skilled school teacher Rasmus Malling in Hunseby. (Rasmus Malling graduated from Jonstrup Teacher Training College in 1808 and was employed the same year as a teacher at Hunseby). In his foster father – from whom he took the name Malling – he acquired the first impressions from the wide world outside, and the urge to be someone and achieve greatness was awakened in him. The bright and energetic child, who had many different talents, was, however, when he reached suitable age, put into apprenticeship to become a house painter in Maribo, since the financial circumstances did not allow for his further academic studies, and hence he had to abandon, at that stage, his youthful dreams.

But then a “deus ex machina” showed up – Count Knuth of Knuthenborg Manor – who had heard about the bright lad, and by his support he was able to enrol at Jonstrup Teacher Training College, from which he graduated in 1854 after three years with a top grade of “excellent”.

He would always refer to his residence at Jonstrup with the greatest love and gratitude; feelings which he expressed so very beautifully in his speech at the college centenary celebrations on August 4, 1890.

Actually, the official celebration was June 25 – i.e. the centenary day of the execution of the royal ordinance – but certain circumstances, and among them the fact that the big Nordic meeting for teachers and educators was held this year in Copenhagen in early August, led to a situation where 43 former pupils and with Malling Hansen  as chairman – at the time principal of the Royal Institute for the deaf-mute  - sent invitations for a celebration party on August 4.

Around 200 former pupils showed up, and after lecturer Betz, from Idestrup, Falster, had spoken in honour of the King, Malling Hansen was given the floor to speak  for “old Jonstrup, all participants of this celebration and in particular all of you brothers, sons of the old Jonstrup”, and he spoke more or less like this:

- - - -

“And when I reflect on my residence period at Jonstrup, around 40 years ago, in order to find that around which all of us might unite in a joint and shared “thank you” to Jonstrup, - then first of all, my mind goes to this: We learned hard work, we learned to get down to it, we learned diligence, a well-organized working style, and we learned not to postpone our duties, even if they were not to our liking.  There was an industrious spirit all over the college, emanating from the principal, and it was present with almost all of the teachers, imbueing all pupils in such a way that he who was an incurable loafer was likely to become the laughing stock of the others. Well, of course this did not prevent us, happy young people, to oversleep sometimes and pretend illness; or escape for a short walk in the surroundings; but the old castle was a center of industriousness, and diligence was taught, and diligence and industriousness Jonstrup’s sons have, at all times, carried with them and spread further in our country.  Therefore: Thank you, Jonstrup!

The next point around which we can all jointly give thanks is for our pedagogical education, nowadays underrated. While we did not get much practice in actual teaching, we did gain a sound foundation in terms of knowledge and models, usually not enough to score highly at a professional examination, but still a sound and good foundation, on which we could develop further in life, in our teaching practice.  The value of such a foundation , and the implications of not having it,  - well, during my career I have, alas, all too frequently experienced, when I was confronted with people starting their teaching career without this pedagogical foundation. With such people I have very often, and for long periods of time, observed such fumbling and uncertainty, such big pedagogical blunders, long periods of toil before the work was done, that many a time during my long teaching career I have had plenty of reasons and occasions to give thanks for my pedagogical education. And I think that around this point we may all join in, giving thanks to old Jonstrup!

And then, brothers: We were joined here in the heyday of our youth. In spite of all the hard work and toil, these were the happiest and merriest years of our lives: Old Jonstrup was, in this respect, a strict mother only on the surface, she would turn a blind eye to many a youthful merry prank and was a happy witness to all the friendships made for life, friendships that will last and sustain until the last moment. The feeling that all of us are happy to nurse the happy memories, even if distance and years have separated us, - hence: “Thank you, old Jonstrup”!

And when we consider the educational activities of the college throughout the 100 years, then we must give thanks to Jonstrup, because she can, to a large extent, be credited for the fact that the teaching profession, which at the end of the last century and in the beginning of this century was behind its time, has by now, and for a long time, been ahead of it. Previously the teaching profession was not the active part, creating the college or guiding and providing direction in educational issues. The teaching profession, at that time, merely followed along in the same old tracks.  However, during the last 20 years the teaching profession has been taking the guiding role, arguing, forcefully and fervently, that we, the teachers, must have further and deeper education, but above all we need more teaching time for the rural school children, who are, indeed, far from being burdened excessively in this regard! The teaching profession presently realises and forcefully points to the phenomenon, that while the railway and telegraph have brought all beings into closer contact, physically and communication wise, and made the planet smaller, -  at the same time the challenge to gain a good position in life has been made more complicated, the daily struggle to survive has become more difficult. Hence it becomes so much more necessary  that the education and the tools provided by the school for life – tools of the spirit and of the heart – become manifold and sharper; but still the progress of the basic school education is way behind the demands, which our modern day life present to the individual. Old Jonstrup has contributed to opening her sons’ eyes to this aspect, and therefore: Thank you!

And when we turn to the Danish teaching profession during the last 100 years, we find, far back in time, a profession held in very low respect, but nowadays we have a teaching profession appreciated and esteemed more or less according to its merits. Let me put it this way: It is probably fair to state that a country should be judged in accordance to how it judges and appreciates its teaching profession. In this regard there has been immense progress over the years, and for this development old Jonstrup has certainly contributed its mite. Therefore: Thank you!

A mother becomes young with her children!  - It is fair to say that old Jonstrup is old but not aged or decrepit; in spite of her years, her ideas are vigorous and young, and this is, of course, just as it should be. The individual person ages, but an institution should not be allowed to age, - on the contrary: as times goes by it should become younger and younger, that is: increasingly more powerful and vigorous. And I think this can be said about our castle. While this may be a beautiful testimony, it has to be said that it would be no less wonderful if – at long last – the teachers of this country could have an influence on the national legislation and, in this way, revitalize the foster mother. Oh, may it happen!

Our heartfelt thank you, our congratulations and best wishes for the future! Long live Jonstrup Royal Teacher Training College!” (loud cheers.))

Malling Hansen’s words met with sympathy with all the people present, and they thanked him with a cheer of “long live the famous Jonstrup son!” No one knew at the time that this would be his “swan song”. He died barely two months afterwards, on September 27.

After his graduation from Jonstrup Malling Hansen was, for a short period of time, assistant teacher and tutor in Lolland, but was (once again by the help of Count Knuth) enabled to continue his studies. In 1858 he obtained his general certificate of education, and in the beginning of 1859 he was employed as teacher at the Royal Institute for the Deaf-Mute, where he found a teaching activity that took his interest. However, he left this position in order to study for a degree in divinity, but his studies were interrupted rather soon. The Government wanted a Danish teacher at the Royal Institute for the Deaf-Mute in Schleswig Town, and in 1862 Malling Hansen was appointed as teacher at this institute and then in the beginning of 1864 its principal. However, the war forced him to leave. He returned to Copenhagen and then in 1865 graduated in divinity after having been, shortly before, appointed principal ad interim at the Royal Institute for the Deaf-Mute in Copenhagen: his formal appointment as principal and pastor followed in September that year.

Malling Hansen had observed, that while it is possible to write by hand only about 4 phonemes per second, it is possible to pronounce 20 phonemes per second, or a little more than that, in the case of jingles or some other type of very quick speech. On the other hand, he found that in public speeches, the speaker will rarely pronounce more than 15, sometimes only 9 phonemes, and hence the spoken word is from 2 to 4 times as quick as the handwriting.

If one knows little about the finger sign speech of the deaf-mute, one would assume that their communication would be even much slower, but Malling Hansen had observed that a well-trained finger sign speaker – if the expression is permitted – will pronounce or indicate around 12 phonemes per second, i.e. he will “speak” 3 times as fast as we are able to write by hand.

These observations and facts led him to the path of inventing the writing ball.

A similar device like the typewriter had previously been used for blind people, just that such machines would print embossed letters against inked paper, set against ordinary paper behind. It was a very slow process – even for sighted people – since each type had to be picked up separately, put into place, receive the imprint and then put aside again.  In contrast, on the writing ball the types were placed onn the lower end of prismatic pistons, in the upper part capped by keys (buttons) with an indication of the letters or signs they would carry below, and kept away from the paper by means of steel springs.

All of these pistons were placed in the direction of the radii of a part of a ball – hence the name – where the paper surface constituted the centre of this ball.

When pressing the pistons, one after the other, all of the letters and signs would be in one single place, unless the paper was moved. The small figure on the illustration of the first writing ball shows the machine seen from the outside, and above we see den actual writing ball with its protruding pistons. 

While working with the writing ball, Malling Hansen also grappled with the problem of be able to make copies of the typed pages, and this led to a method, that even without the writing ball would produce a considerable number of copies.

The previously known methods, by which a smaller number of prints could be produced, were limited to these two: On top of a piece of paper where text had been written by hand, using copying ink, was put a sheet of moisturized and transparent paper, and the two pieces were then pressed together in a copying press, thus obtaining an imprint of the text on the underside of the transparent sheet. Hence, there are now two identical specimens (duplicate), and by once again making an imprint of the original on transparent paper, you will have a third copy (triplicate), however normally the last one will turn out very faint.

By the second method, used at telegraph stations, a piece of paper was placed on a hard surface and on top of that a piece of inked paper with the inked side facing downwards; on the inked paper was put writing paper etc in 4-6 double layers. Using a hard pencil or agate point and pressing hard one would write on and through all of these layers, and hence would obtain as many copies as there were layers – normally no more than six, if ordinary writing paper was being used, and about 12 if tissue paper was used.

The new method had, in its first step, some similarity with the second method. Malling Hansen used blue ink paper and writing or typing through the layers, but instead of placing the writing paper at the bottom and on top of that putting the inked paper with the inked side downwards, he would place the inked paper at the bottom, inked side facing upwards, and on top of that a sheet of oiled paper, then inked paper with the inked side upwards, oiled paper, inked paper etc, for instance in five layers.

These layers were now written or typed upon, and in this way he would have 5 identical specimens, on which the writing or the drawing was reverse on the side, that during the writing was facing downwards. From each of these five specimens he was then able to produce no less than 20 copies, and hence would get 100 prints in addition to the five originals, and this would be done as follows: Between the five originals he would place writing paper, and this heap would then – under rather light pressure - be run through the two rollers of a small glazing machine. The writing would then be printed on the five sheets of writing paper. Once again paper was placed between the already once used originals, and they were again run through the rollers, but this time under slight stronger pressure, and one would then have 10 specimen. This copying process could – under increasing pressure from the rollers – be repeated no less than 20 times, and all the 100 copies would be produced in 6 to 7 minutes, all of them clear and sharp, even the writing on the five originals would be perfectly clean and easily read, in spite of the fact that from the original mould, making the imprints from the start, ink had been released to no less than 20 copies. By writing through twenty originals in one go, one would get, in 10 minutes, 200 identical specimens. The novel idea in this method is based on the fortuitous discovery made by Malling Hansen: that the writing on the blue ink paper under certain conditions can be made to produce copies so many times without losing its intensity and clarity. The colour from brown, black or any other kind of inked paper can produce merely a couple of useful copies, whereas the blue paper, provided it is the kind of deep, intensive colour that we call Berlin blue[1] is able to produce a surprising number of imprints.

Of the pre-conditions indicated, the following are the most important: The inked paper must be thin and the ink must be finely ground, the oiled paper must equally be thin, hard and very dry; this – in combination with being saturated with oil – enables it to absorb the colour from the inked paper without keeping it and is immediately able to release it again. The paper on which the imprints are made must be of even quality – not grooved or striped, but yet also not very smooth or sleak.

One would write with an ivory pin or, in case one needed 20 identical copies, and had only one original, then one could write with an ordinary pen and ink.

This new method was called “Xerography”(i.e. “dry printing”) and was, at the time, the quickest method to produce many copies. That also this invention attracted attention is evidenced by the following press statement:

“We would be very pleased  if our compatriot, who has already made his name known and respected abroad through the writing ball, with this new method will consolidate, even stronger, the advantageous reputation by which his invention has hitherto been accompanied everywhere, and rightfully, deservedly so.”

Also as a biologist Malling Hansen achieved the highest levels. His scientific work:“Periods in the Growth of Children and in Solar Heat”, became well-known all over Europe and has its origin in a practical and rather down-to-earth investigation of the optimal dietary regulations at the Institute for the Deaf-Mute. This investigation led him on to carry out various kinds of weight checks of the children, and we will get a good impression of how meticulously he proceeded by reading this paragraph in the above quoted work: “The pupils are weighed four times per day all year round, except in the period from mid July until the end of August, when the children have left the Institute for summer vacations. The last weighing of the boys takes place every evening at 9 o’clock, except in June-July when it is done at 9 ½. Previously the boys were divided into eight permanent groups, now only in four, each consisting of 16-18 children. “ Weighing each group took around 15 seconds, and for the first 8 months was done by Malling Hansen himself, thereafter the evening weighings were distributed between five of the teachers of the Institute. These were continued for approximately 4 years, and on the basis of these weight checks a common rule for the development of the weight of a child throughout a year would be formulated as follows:

The weight of a boy in the age group nine to fifteen years old will each year pass through three main periods, a maximum, a medium and a minimum period of growth development. The maximum period starts in August and ends in mid December, i.e. will last for 4½ months. The medium period is from mid December until the end of April, 4½ months. The minimum period is from the end of April until the end of July, 3 months.  In the maximum period the daily weight increase is nearly 3 times as much as in the medium period. Almost the entire weight gain during the medium period is lost in the minimum period.

Also the height of the children was the object of observation, as they were measured once a day, and the result of these measurements were as follows:A nine to fifteen year old boy’s growth in terms of height will each year pass through 3 main periods, a minimum, a medium and a maximum period. The minimum period starts in August and continues until the end of November, ca. 3½ months. The medium period is from the end of November until the end of March, i.e. around 4 months.  The maximum period stretches from the end of March until mid August and covers about 4 ½ months. The daily growth in height during the medium period is twice the growth measured in the minimum period, and in the maximum period it is 2½ times as much.

The said periods of growth in weight and height are not influenced by the diet or activity of the children.

From the children Malling Hansen now turned to the trees in the Institute garden, and after numerous measurements found that the relationship between the growth in length and thickness of the trees showed essential similarities with the same growth periods in the case of the children. The maximum period of the growth in length was followed by the maximum period in terms of growth in thickness; and during the growth in length essentially there is a resting time for the growth in thickness, and vice versa.

His studies became important not only for physiology but also for meteorology and astronomy.  Through a series of penetrating and brilliant investigations he found that the upper mentioned periods in the growth of the weight and height of children were due to cosmic influence, indeed, that all organic functions on planet earth are in constant congruent intensity fluctuations, for which the impulses emanate from the sun, arriving in or with the solar heat waves.

By means of these investigations he achieved the most coveted recognition possible. At a medical congress in Copenhagen he – the pastor and teacher of the deaf-mute children – gave a presentation about periods in the growth of children, and all the most outstanding representatives of the medical science cheered him with thundering applause. After his demise he was also hailed, in the foreign media, as one of the leading biological researchers.

The above description, and generally whenever we study Malling Hansen’s life and activities, leaves us with the impression of a man with a keen power of observation in all areas, a quiet observer who did not see any effects without researching for the causes, pondering his observations by a quiet, internal process of analysis, until the stage where they had obtained solid form. Then with extraordinary zeal he would launch himself into a study of the details needed to further clarify, inform and prove his ideas; he would collect facts by the hundreds from the most diverse quarters, pursue his goals year in and year out with tireless fervour, and then he would start, slowly and little by little, to erect the building from the ground, already having a vision of its dome soaring high above.

Nature had granted him rare gifts:  some of the intuitive power, which is genius, an ability to make himself acquainted, with effortless ease, with the various branches of science; a composed disposition and serenity as well as a particular flair for finding clues and connections.

In spite of his many disappointments, Malling Hansen was definitely an optimist. While very introvert, he could also be lively and cheerful; he was extraordinarily musically gifted and was very much admired for his ability to play the organ.

He would be happy to see other people’s joy and could be exceedingly helpful.  He was, for instance, a great support to Mr.Voigt[6], the engineer, who for many years grappled with plans for a steerable balloon, and he helped him with, among other things, some mathematical calculations and constructions.

Likewise, it was at his suggestion and impulse that Ludvig Feilberg[7], long time ago, published his philosophical works. Malling Hansen perceived clearly that Feilberg’s independent thinking and ideas were very meaningful and important.

As a curiosity I would also like to mention that Malling Hansen was the first one to present the theory that the reason for the extraordinarily pretty and colourful sunsets, appearing in 1883-84, must be linked to the violent rain of ashes ejected from the eruption of the volcano Krakatau.[8] He thought that the refraction of the sunrays in the ash cloud in the atmosphere were producing the gorgeous colours of the sunsets, - a theory subsequently accepted and confirmed by scientists.

In a small society like ours the pre-conditions are not propitious for “heroes” emerging, - albeit the reasons are probably to be found in other aspects and deeper layers than merely the small size of our country. It has rightfully been said about our great men in the realms of politics, arts and the intellect, that they have almost never been able to achieve the highest level of greatness, they are “close by”, “on the verge of”, but never more than that.

Malling Hansen is no exception from that rule. He reaped no other fruits than disappointment from his typewriter, and he did not succeed gaining acceptance and demand for it in wider circles, neither in his own country nor abroad. He paid the foundation for a new scientific method and indicated roads which his successors could follow, but he himself only travelled a short distance of these roads.

‘A pioneer of science’ is the honourable epithet due Malling Hansen, but this by no means exhausts his personality, for he was much more than that. We must also keep in mind that he was a father for the poor children, confided into his care, a true humanitarian and a truly good man.

Af Arild S. Ebbe

”Det lille Lands smaa Forhold og Skepsis, den indskrænkede Plads herhjemme, Følelsen af at sidde inde i en lille Vig, medens de store Bølger gaar udenfor, tyngede denne Mand.

     Som saa mange andre begyndte han med frejdig Mod og saa i sin Livlige Fantasi alle Hindringer ryddet af Vejen, men Tiden gikk og lærte ham det samme som Skytten Bryde om Ærens Tornevej. Han saa i Tankerne Statuen rejst, men naaede kun at frembringe en Torso.” Saadan skrev Illustreret Tidende ved Malling Hansens Død i 1890.

     Den havde sikkert Ret, og dog naaede Malling Hansen meget. Han opfandt Skrivekuglen, Takygrafen, og Xerografien, stod som en meget fremragende Biolog og døde – kun 55 Aar gammel – som Forstander og Præst ved Døvstummeinstitutet i København.

     Det manglede vel saaledes ikke Solskin paa hans Vej, og det kan heller ikke siges, at han stødte paa haardnakket Modstand, men han mødte ofte Ligegyldighed, hvor han havde ventet at finde Varme, Tilbageholdenhed, hvor han havde haabet fuld Tilslutning. Man troede ikke helt paa ham, hørte ham kun halvt og vilde kun vove lidt.

     Hans Rasmus Johan Malling Hansen – der skrev sig R. Malling Hansen – blev født den 5te September 1835 i Hunseby paa Lolland. Faderen, Joh. Fr. Hansen, var Lærer i Havlykke, Moderen var Juliane Cathrine, f. Matzen.

Efter Faderens tidlige Død (1839) kom han i Huset hos den mærkelig dannede og dygtige Skolelærer Rasmus Malling i Hunseby. (Rasmus Malling blev dimitteret fra Jonstrup 1808 og samme Aar Lærer i Hunseby. R. C. M.) Hos denne sin Plejefader – efter hvem han antog Navnet Malling – mødte han de første Indtryk fra den store Verden udenfor, og Lysten til at blive noget stort vaagnede i ham. Den opvakte og livlige Dreng, der havde adskillige Talenter, blev imidlertid, da han havde naaet en passende Alder, sat i Malerlære i Maribo, da der ikke var Raad til at holde ham til Bogen, og han maatte saaledes foreløbig sige sine ungdommelige Drømme Farvel.

     Da viste der sig imidlertid en deus ex machina – Grev Knuth til Knuthenborg – der havde hørt den flinke Skolelærersøn omtale, og ved hans Hjælp kom han paa Jonstrup Seminarium, hvor han efter et 3-aarigt Ophold tog Eksamen i 1854 med Karakteren: Udmærket duelig.

     Sit Ophold paa Jonstrup omtalte han altid med den største Kærlighed og Taknemmelighed. Følelser han saare smukt fandt Udtryk for i sin Tale ved Jubilæumsfesten for Seminariets 100-årige Bestaaen den 4. august 1890.

     Egentlig blev den officielle Fest afholdt den 25. Juni – 100-Aars Dagen for Udstedelsen af det kongelige Reskript – men visse Forhold, og deriblandt det, at det store nordiske Skolemøde det Aar blev holdt i København først i August, førte til, at 43 tidligere Elever med Malling Hansen – da forstander ved det kgl. Døvstummeinstitut – som Formand, innbød til en Fest den 4. August.

     Indbydelsen blev efterfulgt af ca. 200 forhenværende Elever, og efter at Lærer Betz, Idestrup paa Falster, havde talt for Kongen, fik Malling Hansen Ordet for at tale for ”Gamle Jonstrup, samtlige Festdeltagere og i Særdeleshed for Jer Brødre, Sønner af det gamle Jonstrup,” og han udtalte tilsidst omtrent følgende:

     ---

     ”Og ser jeg da paa min Jonstrup-Tid, der ligger omtrent 40 Aar tilbage, for at finde det, hvorom vi all vil kunne samles i fælles Tak til Jonstrup, - saa træffer jeg allerførst paa dette: Vi lærte at arbejde, vi lærte at tage fat, vi lærte Flid, et velordnet Arbejde, og ikke at skyde Arbejdet tilside, selv om det ikke behagede os. Der var en Arbejdsomhedends Aand over Seminariet, den udgik fra Seminariets Forstander, fandtes hos næsten alle Lærerne, og gjennomtrængte alle Eleverne saaledes, at den, der var uhelbredelig Driver, tillige var nær ved at blive til Nar for de andre. Naa, det udelukkede jo ikke, at vi som glade, ægte Unge, ikke var bange for at tage os en Ræv eller at komme på Støvlerne engang imellem; men Flid var der indenfor den gamle Borg, og Flid lærtes der, og Flid og Arbejdsomhed har Jonstrups Sønner bragt med ud i Danmark gennem alle Tider. Og derfor: Tak, gamle Jonstrup!

     Det Næste, hvorom vi Alle kan samles i Tak, det er vor pædagogiske Uddannelse, den, der nu kimses saa meget af. Fik vi end ikke meget Øvelse i pædagogisk Gerning, saa fik vi et sundt Grundlag af Kundskab og Forbilleder, der vel ikke i Reglen kunde føre til Glimren ved en Embedsprøve, men som var et sundt og godt Grundlag, vi selv kunne bygge videre paa i Livet, i Lærer-Gerningen. Hva Værd et saadant Grundlag har, og hva det vil sige at mangle det, ja det har jeg i mit Liv saare ofte erfaret, naar jeg stod ligeoverfor Folk, der uden dette pædagogiske Grundlag begyndte paa en Lærergerning. Jeg har hos saadanne Folk saare ofte igennem lange tider iagttaget en saadan Famlen og Usikkerhed, saa vældige pædagogiske Bommerter, en saa lang Tids Slid, før Arbejdet klarede sig, at jeg mangfoldige Gange i mit lange Lærerliv har haft rig Grund til at takke for min Pædagogiske Uddannelse. Og herom kan vi vist alle samles i et: Tak, gamle Jonstrup!

     Og saa, Brødre: Det var i vor fagre Ungdomsvaar, vi var samlede her. Trods Arbejde og Besvær var de dog de gladeste og lykkeligste Aar i vort Liv: Gamle Jonstrup var paa dette Omraade kun i det Ydre en streng Moder, hun saa altid gennem Fingre med mangen herlig Ungdomsstreg og glædede sig til mange Venskaber, der her blev sluttede for hele Livet, Venskaber, som vil staa fast til det Sidste. At vi Alle har Sind til at pleje de glade Minder, selv om Afstand og Aar har splitet os fra hinanden, - derfor Tak, gamle Jonstrup!

     Og ser vi nu paa Seminariets Undervisningsvirksomhed gennem de 100 år, saa maa vi takke Jonstrup, fordi det i væsentlig Grad har Æren af, at Lærerstanden, som i Slutningen af forrige og i Begyndelsen af dette Aarhundrede var bagefter sin Tid, nu længe har været forut for den. Det var ikke Lærerstanden, der skabte Seminariet eller anviste og gav Regler for Skolesagen. Lærerstanden fulgte kun efter i de gamle Spor. Men i de sidste 20 Aar er det Lærerstanden, der fører an og peger med Kraft og Inderlighed hen paa, at en videre Uddannelse bør vi Lærere have, men fremfor Alt mer Tid, Undervisningstid for Landsbyskolens Børn, der sandelig ikke er ”overbyrdede”. Lærerstanden ser nu og peger med Kraft hen paa det Fænomen, at mens Jernbane og Telegraf har bragt alle Menensker nærmere sammen, klistret dem op ad hverandre, gjort Jorden lille, har man gjort det at vinde en Position i Livet vanskeligere, Kampen for Tilværelsen vanskeligere, og derved nødvendiggjort, at den Uddannelse, og de Vaaben, Aandens og Hjertets Vaaben, som Skolen giver for Livet, bliver talrigere og skarpere – saa er dog Skoleuddannelsens Fremskridt langt tilbage for de Fordringer, som Nutidslivet stiller til den Enkelte. Gamle Jonstrup har været med til at vække sine Sønners Øjne herfor, og derfor: Tak!

     Og ser vi paa den danske Lærerstand igennem de 100 Aar, saa finder vi langt tilbage i Tiden en meget lidet anset Lærerstand, men nutildags finder vi en Lærerstand, som værdsættes omtrent efter Fortjeneste. Lad mig udtale, at dette vistnok som Regel kan siges: Et Land bør værdsættes, efter som det værdsætter sin lærerstand. I denne Henseende er der sket et vældigt Fremskridt gennem Aarene, dertil har gamle Jonstrup ogsaa givet sin Skærv. Derfor: Tak!

     En Moder bliver ung i sine Børn! – Nu er det vel saadan, at gamle Jonstrup ikke er ældet, me, trods Aarene, tænker kraftfuldt og ungt, og dette er jo, som det bør være. Det enkelte Menneske ældes, men en Institustion skal ikke kunne ældes, tvertimod: Den skal gennem Aarene blive yngre og yngre, det er: kraftigere og kraftigere. Og dette kan vistnok ogsaa siges om Borgen her. Er dette et skønt Vidnesbyrd, saa maa det siges, at ikke mindre skønt vilde det være, om der endelig engang du fra Landets Lærere kunde gennem Landets Lovgivning gydes ny Kraft ind i Fostermoderen. Det ske!

     Hjertens Tak og til Lykke og Fremgang! Længe leve Jonstrup kongelige Skolelærerseminarium!” Kraftige Hurraraab.)

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     Malling Hansens Ord vandt Genklang hos alle de Tilstedeværende, og han takkedes med et ”Leve den berømte Jonstruper”. Ingen anede da, at det skulde blive hans ”Svanesang”. Han døde knapt to Maaneder efter, den 27. September.

     Efter endt Eksamen paa Jonstrup var Malling Hansen en kort Tid Hjælpelærer paa Laaland, men blev (atter ved Grev Knuths Hjælp) – sat i Stand til at studere. 1858 blev han Student, og i Begyndelsen af 1859 Lærer ved det kongelige Døvstummeinstitut i København, hvor han fandt en Virksomhed, der interesserede ham. Han opgav dog denne Stilling for at kunne læse til theologisk Embedseksamen, men Studierne blev hurtig afbrudte. Man ønskede nemlig en dansk Mand ansat ved Døvstummeinstitutet i Slesvig, og i 1862 blev Malling Hansen da lærer ved dette Institut og i Begyndelsen af 1864 Forstander for det. Men Krigsbegivenhederne trængte ham væk. Han vendte tilbage til København og tog i 1865 theologisk Eksamen efter kort i Forvejen at være bleven konstituered som Forstander ved Københavns Døvstummeinstitut: endelig Udnævnelse som Forstander og Præst ved det fik han i September samme Aar.

     Malling Hansen havde iagttaget, at medens man kun kan skrive omtrent 4 Lydtegn i Sekundet, kan man i Ramser eller i meget rapmundet Tale udtale 20 Lyd eller noget derover i hvert Sekund, hvorimod man ved offentlige Foredrag sjældent udtaler mer end 15, undertiden kun 9, saa at Talen er fra 2 til 4 Gange saa hurtig som Skriften.

     Kender man lidt til de døvstummes Fingersprog, skulde man tro, at dette maatte gaa endnu meget langsommere, men Malling Hansen har ved sine Iagttagelser fundet, at en øvet Fingertaler -  om man kan sige det – udtaler eller angiver omtrent 12 Lydtegn i Sekundet, altsaa ”taler” 3 Ganger saa hurtig som man skriver.

     Denne Omstændighed ledte ham til Opfindelsen af Skrivemaskinen.

     En lignende Indretning som Skrivemaskinen havde man før anvendt for blinde, kun at disse trykkede ophøjede Bogstaver mod affarvende Papir med almindeligt Papir bag. Det gikk meget langsomt – selv for seende – da hver Type skulde frem, stilles paa Plads, modtage Trykket og atter lægges til Side. Paa Skrivekuglen var derimod Typerne udskaarne paa de nederste ender af prismatiske Staalstilke, som foroven endte i Knapper, forsynet med de Bogstaver, de bar forneden, og holdt borte fra Papiret med Staalfjedre.

     Alle disse stilke laa i retningerne af Radierne til en Del af en Kugle – deraf Navnet – igennem hvis Centrum Papirfladen gikk.

     Naar man nu trykkede alle Stilkerne ned, den ene efter den anden, vilde alle Bogstaverne komme til at staa paa eet Sted, hvis ikke Papiret blev flyttet imidlertid. Den midste Figur paa Billedet af den første Skrivekugle viser Maskinen udefra, og man ser foroven den egentlige Skrivekugle med sine fremstaaende Stempler.

     Under sit Arbejde med Skrivekuglen beskæftigede Malling Hansen sig ogsaa med Problemet at kunne tage Kopier af Kugleskriften, og det førte til en Fremgangsmaade, der ogsaa uden Skrivekuglen kunde skaffe et betydelig Antal Eksemplarer.

     De hidtil kendte Fremgangsmaader, ved hvilke man hurtigst kunde skaffe sig et mindre Antal ens Aftryk, indskrænkede sig til følgende to: Paa det med Kopiblæk skrevne Papir lagde man et Stykke fugtiggjort, gjennomskinnende Papir og begge Stykker pressedes derefter i en Kopipresse mod hinanden, hvorefter Skriften aftrykkedes paa Undersiden af det gennemskinnende Papir. Man har saaledes to ens Eksemplarer og kan ved endnu engang at aftrykke Originalen paa gennemsiktig Papir faa et tredie, men i regelen meget utydelig Eksemplar.

     Ved den anden Fremgangsmaade, der blev benyttet paa Telegrafstationer, lagde man et Stykke papir paa et haardt Underlag og ovenpaa det et Stykke Sværtepapir med den farvede Side nedad; paa Sværtepapiret lagde man igjen Skrivepapir o. s. v. i en 4-6 Lag. Med en haard Blyant eller en Agatspids og under et haardt Tryk gennemskrev man alle disse Lag og fik altsaa saa mange ens Aftryk , som der var Lag – i Reglen ikke flere end seks, dersom man brugte almindeligt Skrivepapir, og omtrent 12, naar man nøjedes med Silkepapir.  Den nye Fremgangsmaade havde paa sit første Trin nogen Lighed med den Sistnævnte. Der benyttedes blaat Sværtepapir og Gennemskrivning, men i Stedet for at lægge Skrivepapiret nederst og paa det lægge Sværtepapiret med Farven nedad, saa lagde man Sværtepapiret nederst og med farven opad, og ovenpaa det et stykke Oliepapir, derpaa Sværtepapir med Farven opad, Oliepapir, Sværtepapir o. s. v., f. Eks. i fem Lag.

     Disse Lag gennemskreves, og man havde derved 5 ens Eksemplarer, paa hvilke Skriften eller det tegnede stod omvendt paa den Side, som under Skrivningen vendte nedad. Af hvert af disse fem Eksemplarer kunde man defnæst tage ikke mindre en 20 Aftryk og man fik altsaa i alt 100 Aftryk foruden de fem Originaler, og det paa følgende Maade: Imellem de fem Originaler lagdes Skrivepapir, og denne Bunke førtes under et ikke stærkt Tryk gennem en lille Satinermaskines to valser. Skriften stod da aftrykt paa de fem Stykker Skrivepapir. Atter lagdes Papir mellem de engang benyttede Originaler og atter førtes de ind mellem Valserne, men denne Gang under et lidt stærkere Tryk, og man havde saa i alt 10 Eksemplarer. Denne Aftrykning kunde – under et voxende Tryk af Valserne gentages ikke midre end 20 Gange og alle de 100 Aftryk frembragtes i 6 à 7 Min., og de var alle tydelige og skarpe, ja endogsaa Skriften paa de fem Originaler stod aldeles klart og rent, uagtet der af den Form, Skrifttrækkene havde til at begynde med, var bleven afgivet Farve nok til ikke mindre end 20 Eksemplarer. Gennemskrev man tyve Originaler paa een Gang, fik man i Løbet af 10 Min. 200 ens Eksemplarer. Det nye i den anførte Fremgangsmaade hviler paa den heldige Opdagelse, som Malling Hansen gjorde, at Skriften paa det omtalte blaa Sværtepapir under visse Betingelser kan lade sig aftrykke saa mange Gange uden at tabe sin Styrke. Farven fra sort, brunt og anden Slags Sværtepapir kan kun give et Par brugbare Aftryk, hvorimod det blaa Papir, dersom det er af den mægtige intensive Farve, som kaldes Berlinerblaat, kan afgive de overraskende mange Aftryk.

     Af de antydede Betingelser er følgende de vigtigste:

     Sværtepapiret maa være tyndt og Farven paa det fint reven, Oliepapiret ligeledes tyndt, haardt og meget tørt; dette – samtidig med, at det er mættet med Olie – gør, at det kan optage Farven fra Sværtepapiret uden at opsuge den i sig og dærnest er i Stand til at afgive den igjen. Det Papir, Aftrykkene tages paa, maa være jævnt – ikke riflet eller stribet, men dog heller ikke særlig glat. Man skrev med en lille Elfenbenspind eller, hvis man skulde have 20 ens Eksemplarer, og altsaa kun havde een Original, da paa almindelig Maade med Pen og Blæk.

     Den nye Fremhangsmaade blev kaldt Xerografi (d .e. Tør-Tryk), og paa  den tid den hurtigste Maade at skaffe sig mange ens Aftryk paa.

     At ogsaa denne Opfindelse vakte Opmærksomhed, fremgaa af følgende Udtalelse i Pressen:

     ”Det skulde glæde os meget, om vor Landsmand, der allerede ved Skrivekuglen har gjort sit Navn bekendt og agtet i Udlandet, ved denne nye Fremgangsmaade endnu mer vil befæste det fordelagtige Omdømme, hvormed hans Opfindelse hidtil overalt er bleven ledsaget, og hvortil han tilfulde har gjort sig fortjent.”

     Ogsaa som Biolog naaede Malling Hansen frem i allerførste Række. Hans videnskabelige Værk: ”Perioder i Børns Væxt og i Solens Varme”, blev kendt over hele Europa og har sit Udspring i en praktisk og ganske prosaisk Undersøgelse over det bedste Spisereglement for Døvstummeinstitutet. Denne Undersøgelse førte ham ind paa at foretage forskellige Vejninger af Børnene, og hvor grundig han gikk til Værks, faar man et Indtryk af ved at lese i ovennævnte Værk: ”Eleverne vejes fire Gange om dagen hele Aaret rundt, undtagen i Tiden fra Midten af Juli til henimod Slutningen af August, da Børnene i Sommerferien er borte fra Institutet. Sidste Vejning af Drengene foregaar hver Aften Kl. 9 med Undtagelse af Juni-Juli, da Vejningen sker Kl. 9 1/2 . Drengene var tidligere inddelt i otte faste Grupper, nu kun i fire, hver paa en 16-18 Børn.” Vejningen af hver Gruppe tog c. 15 Sekunder og foretoges i de første 8 Maaneder af Malling Hansen selv, efter den Tid fordeltes Aftenvejningen mellem 5 af Institutets Lærere. De fortsattes i c. 4 Aar, og skulde der nu paa Basis af disse Vejninger bygges en almindelig Regel for Børns Vægtudvikling gennem et Aar, saa maatte den komme til at lyde saaledes:

     En ni til femten Aar gammel Drengs Vægtforhold gennemgaar hvert Aar tre Hovedperioder, en Maximums-, en Mellem- og en Minimumsperiode. Maximumsperioden begynder i August og ender midt i December, varer altsaa 4 ½ Maaned. Mellemperioden rækker fra midt i December til Udgangen af April, 4 ½ Maaned. Minimumsperioden gaar fra Slutningen af April til Slutningen af Juli, 3 Maaneder. I Maximumsperioden er den daglige Vægtudvikling 3 Gange saa stor som i Mellemperioden. Næsten hele den i Mellemperioden indvundne Vægtforøgelse tabes i Minimumsperioden.

     Ogsaa børnenes Højder var Genstand for Iagttagelse, idet de blev maalt en Gang om Dagen, og Resultatet af disse Maalinger var følgende:

     En ni til femten Aar gammel Drengs Længde-Væxt gennemgaar hvert Aar 3 Hovedperioder, en Minimums-n en Mellem- og en Maximumsperiode. Minimumsperioden begynder i August og varer til henimod Slutningen af November, c. 3 ½ Maaned. Mellemperioden gaar fra Slutningen af November, til henimod Udgangen af Amrts, varer altsaa c. 4 Maaneder. Maximumsperioden rækker fra Udgangen af Merts til ind i Midten af August og omfatter altsaa c. 4 ½ Maaned. Den daglige Højdevæxt er i Mellemperioden dobbelt saa stor som i Minimumsperioden og i Maximumsperioden 2 ½ Gang saa stor. Perioderne i saavel Børnenes Højde- som Tykkelsesvæxt er uafhengig af deres Ernæring og Beskæftigelse.

     Fra Børnene vendte Malling Hansen sig til Træerne i Institutets Have og fandt ved taltige Maalinger, at Forholdet mellem Træernes Længde- og Tykkelsesvæxt har væsentlige Lighede med samme Væxtperioder hos Børnene.

     Længdevæxtens Maximumstid efterfølges af Tykkelsesvæxtens Maximumstid; under Længdevæxten er der væsentlig Hviletid for Tykkelsesvæxten og omvendt.

     Hans Studier fikk ikke alene Betydning for Fysiologien, men ogsaa for Meteorologien og Astronomien. Gennem en Række skarpsindige og geniale Undersøgelser fandt han, at ovennævnte Perioder i Børnenes Væxt og Vægt skyldes kosmisk Indvirkning, ja, at alle organiske Funktioner paa Jorden er i uafbrudte og samstemmende Intensitetssvingninger, til hvilke Impulserne udgaar fra Solen, idet de kommer i eller med dennes Varmestraaler.

     Han naaede ved disse Undersøgelser den smukkeste Anerkendelse, der kan tænkes. Paa en Lægekongres i København holdt han – de døvstummes Lærer og Præst – et Foredrag om Perioder i Børns Væxt, og alle Lægevidenskabens Ypperste hilste ham med udelt Bifald, ligesom han ved sin Død i Udlandets Presse betegnedes som en af Biologiens betydelige Forskere.

     Af det foregaaende faar man, som naar man ellers studerer Malling Hansens liv, Indtrykket af en Mand, der havde Øjnene med sig paa alle Omraader, gikk stille og iagttog, og ikke saa nogen Virkning uden at forske efter Aarsagerne og bearbejde sine Iagttagelser i sig selv ved en stille Proces, indtil de havde antaget fast Form. Saa kastede han sig med overordentlig Iver over de Enkeltheder, som yderligere skulde klare, oplyse og bevise hans Ideer, opsamlede Kendsgerninger i Hobevis fra de forskelligste Sider, forfulgte Maalet Aar du og Aar ind med utrættelig Iver og begyndte langsomt at opføre den Bygning fra Grunden af, hvis Kuppel han i Fantasien saa rage højt til Vejrs.

     Naturen havde skænket ham sjældne Gaver, noget af den intuitive Kraft, der er Geni, Lethed til at sætte sig ind i Videnskabens forskellige Grene, Koldblodighed og Ro og en egen fin Sporsans.

     Trods sine mange Skuffelser var Malling Hansen en udpræget ”Lysseer”. Han var meget indadvendt, men kunde dog ogsaa være livlig og munter, han var overordentlig musikalsk, og blev i høj Grad beundret for sit Orgelspil.

     Han kunde glæde sig over andres Glæde og være overmaade hjælpsom. Han var f. Ex. Til stor Støtte for Ingeniør Voigt, der i mange Aar tumlede med Planer til en styrbar Ballon, blant annet hjalp han ham med en Del mathematiske Beregninger og Konstruktioner.

     Det var paa hans Opfordring og Tilskyndelse, at Ludvig Feilberg i sin Tid udgav sine filosofiske Værker. Malling Hansen saa klart, at Feilbergs selvstændige Tanker og Ideer var meget betydningsfulde.

     Som et lille Kuriosum kan ogsaa nævnes, at det var Malling Hansen, der først fremkom med den teori, at Aarsagen til de overordentlig skønne og farveprægtige Solnedgange, der viste sig i Aarene 1883-84, maatte ligge i den voldsomme Askeregn, som i vide Kredse blev udslynget ved Vulkanen Krakatoas Udbrud. Solstraalernes Brydning i Atmosfærens Askelag, mente han, gav de skønne Farver til Solens Nedgang, en Teori, som Videnskabsmændene senere accepterede.

     I et lille Samfund som vort er Betingelserne ikke gunstige for Udviklingen af ”Heroer”, skønt Aarsagerne vistnok ligger andetsteds og dybere end i den blotte Lidenhed. Det er med Rette bleven bemærket om vore Stormænd i Politikens, Kunstens og Aandens Rige, at det saa godt som aldrig lykkes dem at naa det højeste, de er ”nær ved”, ”paa Nippet til”, men heller ikke mer.

     Malling Hansen danner ingen Undtagelse fra denne Regel. Han høstede ingen anden Frugt end Skuffelse af sin Skrivemaskine, og det lykkedes ham ikke at skaffe den Indpass i vide Kredse, verken i eller udenfor vort Fædreland. Han lagde Grunden til en ny videnskabelig Metode og anviste Veje, ad hvilke hans Efterfølgere kunde gaa, men selv kom han kun et kort Stykke ad dem.

     En Videnskabens Pioner, det er det Navn, der tilkommer ham med Ære, men det udtømmer ingenlunde hans Væsen, thi han var mer end det.

     Vi maa ikke glemme, at han var en Fader for de ulykkelige Børn, der betroedes til hans Omsorg, en sand Menneskeven og en god Mand.