From b0432519d633b184dd53dfeed028765aaa53af0a Mon Sep 17 00:00:00 2001 From: Daniel Persson Date: Wed, 26 Apr 2023 21:13:50 +0200 Subject: [PATCH 1/6] Initial commit. --- client/src/test/java/TestValid.java | 65 +++ .../valid2020/EPUB/C00000-04-chapter.xhtml | 1 - .../valid2020/EPUB/C00000-05-chapter.xhtml | 8 +- .../valid2020/EPUB/C00000-06-chapter.xhtml | 154 +++---- .../valid2020/EPUB/C00000-07-rearnotes.xhtml | 426 +++++++++++++++++- .../valid2020/EPUB/C00000-08-chapter.xhtml | 32 +- .../valid2020/EPUB/C00000-11-conclusion.xhtml | 14 +- .../valid2020/EPUB/C00000-12-toc.xhtml | 7 +- .../test/resources/valid2020/EPUB/package.opf | 2 +- .../2020-1/nordic2020-1.opf-and-html.sch | 3 +- 10 files changed, 597 insertions(+), 115 deletions(-) diff --git a/client/src/test/java/TestValid.java b/client/src/test/java/TestValid.java index 3508ba21..9712890b 100644 --- a/client/src/test/java/TestValid.java +++ b/client/src/test/java/TestValid.java @@ -54,6 +54,71 @@ public void testOPF() throws Exception { assertEquals(0, issues.size()); } + @Test + public void testOPFAndHTML() throws Exception { + File tmpFile = File.createTempFile("TestOPFAndHTML", ".xml"); + FileOutputStream fos = new FileOutputStream(tmpFile); + BufferedWriter bw = new BufferedWriter(new OutputStreamWriter(fos, "UTF-8")); + bw.write(""); + bw.newLine(); + bw.write(""); + bw.newLine(); + Util.appendXML(bw, + new FileInputStream(new File("src/test/resources/valid2020", "EPUB/package.opf")) + ); + bw.newLine(); + + List list = List.of( + "C00000-01-cover.xhtml", + "C00000-02-toc.xhtml", + "C00000-03-frontmatter.xhtml", + "C00000-04-chapter.xhtml", + "C00000-05-chapter.xhtml", + "C00000-06-chapter.xhtml", + "C00000-07-rearnotes.xhtml", + "C00000-08-chapter.xhtml", + "C00000-09-part.xhtml", + "C00000-10-chapter.xhtml", + "C00000-11-conclusion.xhtml", + "C00000-12-toc.xhtml", + "C00000-13-part.xhtml", + "C00000-14-chapter.xhtml", + "C00000-15-chapter.xhtml", + "C00000-16-part.xhtml", + "C00000-17-chapter.xhtml" + ); + + for (String contentFile : list) { + Util.appendXML(bw, + new FileInputStream(new File("src/test/resources/valid2020/EPUB", contentFile)) + ); + bw.newLine(); + bw.flush(); + } + bw.write(""); + bw.flush(); + bw.close(); + + Guideline guideline = new Guideline2020(); + + TransformFile tf = new TransformFile( + tmpFile.getParentFile(), + tmpFile.getName(), + new File("src/main/resources/2020-1", guideline.getSchema(Guideline.OPF_AND_HTML).getFilename()), + Guideline.OPF_AND_HTML, + false + ); + Set issues = new HashSet<>(); + issues.addAll(tf.call()); + + for(Issue i : issues) { + System.out.println(i.getDescription()); + } + + assertEquals(0, issues.size()); + + } + @Test public void testCoverPNG_OPF() throws Exception { Guideline guideline = new Guideline2020(); diff --git a/client/src/test/resources/valid2020/EPUB/C00000-04-chapter.xhtml b/client/src/test/resources/valid2020/EPUB/C00000-04-chapter.xhtml index de1bebd8..21160be0 100644 --- a/client/src/test/resources/valid2020/EPUB/C00000-04-chapter.xhtml +++ b/client/src/test/resources/valid2020/EPUB/C00000-04-chapter.xhtml @@ -113,7 +113,6 @@
-

1. Research questions


                 public static void main(String[] args) {
diff --git a/client/src/test/resources/valid2020/EPUB/C00000-05-chapter.xhtml b/client/src/test/resources/valid2020/EPUB/C00000-05-chapter.xhtml
index 21f5c039..26f02606 100644
--- a/client/src/test/resources/valid2020/EPUB/C00000-05-chapter.xhtml
+++ b/client/src/test/resources/valid2020/EPUB/C00000-05-chapter.xhtml
@@ -125,7 +125,7 @@
                 The researcher pieces together, in a manner of speaking, a mosaic from the fragments he manages to find. 
                 
                     These remains and traces may be many and varied; in the case of Haüy, they are mainly written sources 
-                    1
+                    1
                     .
                 
             

@@ -135,7 +135,7 @@
                 
                     When writing a biography, one should make use of material which directly or indirectly, in part or completely provides information about the life of one or several
                         people 
-                    2
+                    2
                     . 
                 
                 This may or may not be written material. 
@@ -143,7 +143,7 @@
                     investigated is "third-person documentation". 
                 
                     The lack of first-hand sources naturally means that the validity of this type of documentation is questionable 
-                    3
+                    3
                     . 
                 
                 However, some of the documentation I have used does in fact quote from first-hand sources or "first-person documents". 
@@ -185,7 +185,7 @@
                 There was, for example, a box full of documents dating from the period 1807-1809, but only a few documents from the latter part of Haüy's stay in Russia. 
                 
                     Skrébitsky managed to smuggle the box out of Russia and donated it to the Valentin Haüy Museum in Paris where it is still kept 
-                    4
+                    4
                     . 
                 
                 I have been able to ascertain that this information is correct, but have not had the opportunity to consult these documents personally. 
diff --git a/client/src/test/resources/valid2020/EPUB/C00000-06-chapter.xhtml b/client/src/test/resources/valid2020/EPUB/C00000-06-chapter.xhtml
index 1a148637..a6fb260f 100644
--- a/client/src/test/resources/valid2020/EPUB/C00000-06-chapter.xhtml
+++ b/client/src/test/resources/valid2020/EPUB/C00000-06-chapter.xhtml
@@ -117,12 +117,12 @@
                         creation of organised education for the handicapped. 
                     
                         In 1760, the abbé l'épée founded the first school for the deaf, where his educational methods were based on the teaching of sign language 
-                        5
+                        5
                         . 
                     
                     
                         Interest in education methods for the disabled began to develop seriously in the early years of the 19th century 
-                        6
+                        6
                         .
                     
                 

@@ -130,13 +130,13 @@
                     
                         The debate on the social value of the handicapped and their learning capacity began with John Locke (1632-1704) and his essay "The Molyneux Problem," included in
                             "An Essay Concerning Human Understanding" 
-                        7
+                        7
                         . 
                     
                     Locke received a letter from William Molyneux, an Irishman, dated 2nd March 1693, in which the following question was posed: "If a person who was born blind, and who
                         has learnt to distinguish by touch between a cube and a sphere regains vision after an operation, will he then be able to distinguish the cube from the sphere by sight alone?" 
                     
-                        8
+                        8
                         .
                     
                 

@@ -148,7 +148,7 @@
                     On the one hand, Diderot exposed a fraud which had taken place in the drawing-room of the scientist S.A. 
                     
                         Réaumur , while on the other he made a number of observations which were a radical criticism of the conventional ideas of the time 
-                        9
+                        9
                         . 
                     
                     The fraud in question consisted of a performance by a girl who claimed to be blind in Réaumur's drawing-room during which she played, sang and answered a series of
@@ -158,7 +158,7 @@
                     
                         In the second half of his letter, Diderot has Saunderson express, in an imaginary dialogue, his own atheistic philosophy of life, for which Diderot paid with a
                             brief sojourn in prison 
-                        10
+                        10
                         .
                     
                 

@@ -166,12 +166,12 @@
                     Diderot's letter made the bourgeoisie of the time aware that the blind could in fact be educated. 
                     
                         He went on to found a philanthrophic society in 1780 - the Société Philanthropique 
-                        11
+                        11
                         , which opened up homes for the blind where they were taught handicrafts. 
                     
                     
                         These "homes for the blind" -"Maisons des Enfans-Aveugles"- took in blind persons between the ages of 20 and 25 
-                        12
+                        12
                         .
                     
                 

@@ -182,7 +182,7 @@
                 

                     
                         Diderot himself had a blind pupil, Mélanie de Salignac (1741-1763), who was his friend Sophie Volland's niece 
-                        13
+                        13
                         . 
                     
                     He wrote about her in Addition de Lettre sur les Aveugles. 
@@ -198,7 +198,7 @@
                     
                         Haüy's elder brother, the abbé René Just Haüy (1743-1822), was the pioneer of crystallography (the science of the structure, forms and property of crystals) and
                             played an important role in the introduction of the metric system 
-                        14
+                        14
                         .
                     
                 

@@ -211,7 +211,7 @@
                     
                         He later became a member of the Bureau Académique des écritures, founded by Louis XVI, probably because he had invented a method of deciphering secret codes and
                             military code systems 
-                        15
+                        15
                         . 
                     
                     In 1771, the French police began to take an interest in deciphering codes, and during the following ten years, Valentin Haüy worked for the secret police, where his
@@ -222,12 +222,12 @@
                     Haüy was also interested in the education of the deaf. 
                     
                         He is said to have been actively involved in the teaching of deaf pupils and to have worked from time to time with the abbé l'épée 
-                        16
+                        16
                         . 
                     
                     
                         We can assume that his interest in the handicapped had already been aroused in 1771 when he visited one of the public performances given by the abbé's deaf pupils 
-                        17
+                        17
                         .
                     
                 

@@ -237,7 +237,7 @@
                 

                     
                         In a letter to his son, Haüy tells how during the annual market in St Ovid's Square in Paris, he saw blind musicians from the Quinze-Vingt asylum perform 
-                        18
+                        18
                         . 
                     
                     He was sitting at a café when he saw some very strange creatures fitted with huge paper spectacles and pointed hats with donkey's ears affixed to them. 
@@ -269,7 +269,7 @@
                 
                 

                     
-                        19
+                        19
                         .
                     
                 

@@ -283,7 +283,7 @@
                         decided to contact her. 
                     
                         Maria Theresia von Paradis was born in Vienna and became blind at about 4 years of age 
-                        20
+                        20
                         . 
                     
                     Jantsch suggests that the girl's blindness had hysterical origins. 
@@ -299,7 +299,7 @@
                         smaller buttons for smaller cities or towns. 
                     
                         Von Paradis had raised texts printed; a special printing press was made for her by Wolfgang Ritter von Kempelen 
-                        21
+                        21
                         . 
                     
                 

@@ -312,19 +312,19 @@
                     
                         Haüy's meeting with Maria Theresia von Paradis gave him the inspiration and encouragement he so desperately needed at that time to develop an educational
                             programme for blind children 
-                        22
+                        22
                         . 
                     
                     
                         He presented his plan, "Plan de l'Education à l'Usage des Aveugles," to the Philanthropic Society, which at that time sponsored twelve children from poor families 
-                        23
+                        23
                         . 
                     
                 

                 

                     
                         In his Essai sur l'Education des Enfans-Aveugles 
-                        24
+                        24
                         , Haüy repeatedly mentions that several of the tools he recommended for the teaching of blind children had been used by Maria Theresia von Paradis. 
                     
                 

@@ -335,7 +335,7 @@
                 

                     
                         Haüy was convinced that the blind deserved a better life than begging and performing in market places 
-                        25
+                        25
                         . 
                     
                     They ought to enjoy the same right to education and work as the sighted. 
@@ -345,20 +345,20 @@
                 

                     
                         Haüy first met Lesueur, standing begging at the entrance to the church of Saint-Germain-des Prés 
-                        26
+                        26
                         . 
                     
                     
                         Lesueur was a professional beggar who supported himself, his parents and four siblings with the money he was given by churchgoers (since the Middle Ages, the
                             Catholic Church had allowed the blind to beg outside churches) 
-                        27
+                        27
                         .
                     
                 

                 

                     
                         The story goes on to tell how Haüy, when he gave Lesueur some money, was told, "You thought you gave me a measly sou when in fact it was an écu " 
-                        28
+                        28
                         . 
                     
                     From this incident Haüy immediately drew conclusions regarding the fine sense of touch the blind possess. 
@@ -375,14 +375,14 @@
                     Haüy had started teaching Lesueur on 31st May 1784. 
                     
                         By September of the same year, he was able to announce his progress in an article in the Journal de Paris 
-                        29
+                        29
                         . 
                     
                     On November 18th, both teacher and pupil appeared before the Académie de l'écriture. 
                     It was common practice at that time for pupils to appear before the Academy and the Court, and not just "handicapped prodigies". 
                     
                         The Academy apparently fulfilled some kind of educational inspecting and authorising function 
-                        30
+                        30
                         .
                     
                 

@@ -391,14 +391,14 @@
                     This made Haüy's name as a teacher of the blind. 
                     
                         The Academy decided to recommend his methods of teaching the blind 
-                        31
+                        31
                         . 
                     
                     Thanks to Haüy's brother René-Just, the French Academy of Science became interested in his teaching methods. 
                     Four members of the Academy studied Haüy's methods and expressed their approval. 
                     
                         Their report was registered by the Academy on 16th February 1785 
-                        32
+                        32
                         .
                     
                 

@@ -406,7 +406,7 @@
                     In January 1785, Haüy became a member of the Société Philanthropique which also entrusted him with the teaching of their twelve blind protégés. 
                     
                         These were all young adults aged between 20 and 30 
-                        33
+                        33
                         . 
                     
                     Haüy could now rent a house in the Rue Coquillère where he taught his pupils. 
@@ -414,7 +414,7 @@
                         for the blind, and so l'Institution des Jeunes Aveugles (the Institute for Blind Children ) was born. 
                     
                         The pupils who now arrived at the institute were young children 
-                        34
+                        34
                         .
                     
                 

@@ -430,7 +430,7 @@
                     Haüy did, however, accept sighted children from well-to-do families who paid for their children's education. 
                     
                         Haüy believed that sighted and blind children should be educated together without restriction 
-                        35
+                        35
                         .
                     
                 

@@ -504,12 +504,12 @@
                         illustrate the concepts of countries, lakes, rivers, mountains, etc. 
                     
                         He goes on to describe the method of producing maps developed by von Paradis and Weissenburg 
-                        36
+                        36
                         . 
                     
                     
                         As for music and the possibility of a blind person's earning his living as a musician, Haüy points to von Paradis's success and her system of raised musical notes 
-                        37
+                        37
                         .
                     
                 

@@ -521,7 +521,7 @@
                 

                     
                         Haüy's invention, a method of producing raised letters on paper with the types he had cast, was completely new 
-                        38
+                        38
                         . 
                     
                     He now saw as his principle task to attempt to produce as many copies of books for the blind as possible. 
@@ -529,7 +529,7 @@
                     In time he designed and had made a printing press which could produce raised print and to which he added a device for dyeing the raised letters black. 
                     
                         The first two books printed by Haüy for his blind pupils were produced in this way 
-                        39
+                        39
                         . 
                     
                     One was his own treatise on education for the blind: Essai sur l'Education des Enfans-Aveugles (1786); the other a historical review of the institute's first five
@@ -544,7 +544,7 @@
                     This would produce raised letters on the other side of the paper, letters which the writer himself would be able to read by touch. 
                     
                         Unfortunately, his apparatus was not of much use to those who had never seen letters 
-                        40
+                        40
                         .
                     
                 

@@ -555,7 +555,7 @@
                     They produced raised print but also printed in ink. 
                     
                         Towards the end of his essay on the education of the blind, 
-                        41
+                        41
                          there are ten or so examples of the blind children's printing activities (invitation cards, announcements, invoices, prospectuses, etc.). 
                     
                     Although Haüy had raised scores made, he did not at first consider music to be anything more than an entertainment for the blind.
@@ -564,14 +564,14 @@
                 

                     
                         He changed his opinion later when he discovered that the blind could learn to play the organ and thus could be employed as church organists 
-                        42
+                        42
                         .
                     
                 

                 

                     
                         The aim behind Haüy's teaching methods was to enable his blind pupils to communicate satisfactorily with the sighted 
-                        43
+                        43
                         . 
                     
                     He therefore rejected all writing systems for the blind which did not use the Roman alphabet. 
@@ -581,14 +581,14 @@
                     
                         At first, boys and girls were taught together in mixed classes, but some years later, after Haüy had been severely criticised for the co-educational organisation
                             of his school, the sexes were segregated 
-                        44
+                        44
                         .
                     
                 

                 

                     
                         Haüy's successor at the institute, Guillé, was himself severely criticised for his harsh methods of punishment 
-                        45
+                        45
                         . 
                     
                     In the accusations made against Guillé, his severity was compared with Haüy's mild methods and his concern for his pupils. 
@@ -603,7 +603,7 @@
                     Education at the institute, however, continued along the same lines as it had done under the monarchy. 
                     
                         The various revolutionary governments for their part believed that all forms of education should be free of charge and controlled by the State 
-                        46
+                        46
                         . 
                     
                 

@@ -612,7 +612,7 @@
                     The need to reduce financial costs was responsible for the fusion of the Institute for the Blind and L'épée's Institute for the Deaf. 
                     
                         The resulting institute was moved to a monastery 
-                        47
+                        47
                         . 
                     
                     This fusion, however, was unsuccessful, and in 1794 the National Convention decided to separate the two schools once more. 
@@ -626,14 +626,14 @@
                     
                         After the break-up, the Institute for the Blind moved to a former convent at 34, Rue Denis, where it was renamed l'Institut National des Aveugles Travailleurs ,
                             that is The National Institute for Blind Craftsmen 
-                        48
+                        48
                         . 
                     
                     Coinciding with the move, the institute was reorganised and the pupils now had to contribute to the upkeep of the new, revolutionary France (28th July, 1795). 
                     The blind pupils' first task was to make 86 purses. 
                     
                         At this point, the revolutionary committees began to debate whether institutes for the disabled should be classed as schools or asylums 
-                        49
+                        49
                         . 
                     
                 

@@ -641,10 +641,10 @@
                     Haüy initially sided with the Revolution. 
                     
                         He was, as we said, an active member of one of the revolutionary committees 
-                        50
+                        50
                         , and on 8th of June 1794, "the Day of Pure Reason", he did not hesitate to have his blind musicians appear on a mobile platform from which he, in revolutionary
                             language, urged them to follow Robespierre, who was dressed as the high priest of Pure Reason 
-                        51
+                        51
                         . 
                     
                 

@@ -654,13 +654,13 @@
                     Haüy's ability to adapt to the different régimes would later go against him, however. 
                     
                         During the Directorate, Haüy founded what was called a theophilanthropic cult with two other revolutionaries, La Revellère-Lepeaux and Chemin-Dupontè 
-                        52
+                        52
                         . 
                     
                     This could be described as a development of the cult of pure reason in which the magistrate assumed the role of the priest. 
                     
                         The theophilanthropists substituted the head of the family for the priest; their philosophy was a mixture of theodicy and belief in the good individual 
-                        53
+                        53
                         . 
                     
                     Haüy's successor as director of the institute (Guillé) was a strict Catholic who was horrified by Haüy's philosophical ideas. 
@@ -673,13 +673,13 @@
                     Haüy lodged a complaint with the consular government but this was rejected outright; no money was forthcoming. 
                     
                         His activities during the Reign of Terror and the Directorate spoke against him 
-                        54
+                        54
                         . 
                     
                     
                         On 14th March 1801, Napoleon Bonaparte, now First Consul, decided that the Institute for Blind Craftsmen should be integrated into the Quinze-Vingt Hospital, an
                             asylum for elderly blind people which had existed since the end of the 13th Century 
-                        55
+                        55
                         . 
                     
                     Napoleon furthermore forbade the theophilanthropists to practise their cult. 
@@ -688,7 +688,7 @@
                         the Second Consulate). 
                     
                         The minister answered that the State was responsible for the education of the blind; Haüy's role was simply to carry out the State's orders 
-                        56
+                        56
                         . 
                     
                     The answer to the last of the letters (dated 12th February 1802) was Haüy's dismissal, although he was granted a pension of 2000 livres a year. 
@@ -701,7 +701,7 @@
                     
                         He was now assured of an annual income of 2000 livres, so it was not long before he founded a private institute for the blind which he called the Musée des
                             Aveugles 
-                        57
+                        57
                         . 
                     
                     He planned that the new institute should complement the National Institute for the Blind. 
@@ -717,7 +717,7 @@
                     Skrébitsky says that Haüy was very heavily in debt when he eventually arrived in St Petersburg. 
                     
                         A Maltese banker, amongst others, demanded payment which was deducted from his salary in Russia 
-                        58
+                        58
                         .
                     
                 

@@ -731,7 +731,7 @@
                         Word of Valentin Haüy's success soon spread throughout Europe. 
                         
                             Several of the enlightened rulers were interested in acquiring his services 
-                            59
+                            59
                             . 
                         
                         Teaching of the blind had started both in Vienna and in Berlin and Haüy exported his typographic cases and material for use in object lessons to institutes for
@@ -740,9 +740,9 @@
                             Russia. 
                         
                             The tsar, himself educated in the spirit of Enlightenment 
-                            60
+                            60
                             , invited Haüy to come to Russia for the purpose of founding an institute for the blind 
-                            61
+                            61
                             .
                         
                     

@@ -769,7 +769,7 @@
                         
                             Haüy, whose idea the project was, agreed to teach his methods faithfully to the person appointed by His Imperial Highness Alexander I to direct the St
                                 Petersburg Institute for the Blind 
-                            62
+                            62
                             .
                         
                     

@@ -813,26 +813,26 @@
                         He had already received a request from the king of Prussia who wondered if Haüy would be interested in founding a school for the blind in Berlin. 
                         
                             In Prussia initiatives had already been taken in the 1780s to gain State control of all educational activities 
-                            63
+                            63
                             . 
                         
                         King Frederick William III introduced Haüy to professor Johan August Zeune (1778-1853), who was already engaged in teaching blind children. 
                         
                             Haüy and Zeune together designed a curriculum for an institute for the blind in Berlin 
-                            64
+                            64
                             . 
                         
                         Professor Zeune later became the director of the institute. 
                         
                             In Berlin as in Paris attempts were made to fulfil an important pedagogical objective: the combination of a theoretical-humanistic education and practical
                                 activities 
-                            65
+                            65
                             . 
                         
                         
                             The battle of Jena and Auerstedt delayed Haüy's departure for St Petersburg, but in spite of this delay, he took time during the journey from Berlin to make a
                                 detour to Mitau in Kurland (today Jelgava in Latvia), where the Bourbon pretender to the French throne, Louis XVIII, was living in exile 
-                            66
+                            66
                             . 
                         
                         Haüy paid his respects to Louis XVIII, who assured him of his support when he returned to France.
@@ -847,7 +847,7 @@
                             well-versed in academic subjects such as history and geography. 
                         
                             Haüy also wished to demonstrate an invention of his, the "advanced telegraph" 
-                            67
+                            67
                             . 
                         
                         Skrébitsky states that he was unable to find any sources indicating that the Tsar actually received Haüy.
@@ -859,7 +859,7 @@
                             Skrébitsky says that he has found the letter in question and that it had a note in the margin (with a signature which probably belonged to the Minister of the
                                 General Education, Count Zawadowsky) which read, "The Tsar ordered this bill to be paid, premises to be found for the institute and a director who would learn Haüy's
                                 teaching methods to be selected and appointed to the institute" 
-                            68
+                            68
                             . 
                         
                         Eight days after Haüy presented his petition, the money he had been promised was paid.
@@ -887,7 +887,7 @@
                     
                     

                         
-                            69
+                            69
                             .
                         
                     

@@ -915,7 +915,7 @@
                         
                             In his letter Haüy also mentioned his two assistants and praised Bouchoueff, but complained about the latter's " weak health, which permitted him to dedicate
                                 only half-days to studies which required at least a year of continuous dedication" 
-                            70
+                            70
                             .
                         
                     

@@ -923,7 +923,7 @@
                         Was it for tactical reasons that Haüy praised Bouchoueff, who obviously did not make any major contribution to the work of the institute? 
                         
                             Haüy did not receive much help from his two assistants either, since they drank and turned out to be generally inept 
-                            71
+                            71
                             . 
                         
                         Two other persons, however, announced their interest in teaching at Haüy's school. 
@@ -1002,7 +1002,7 @@
                     
                     

                         
-                            72
+                            72
                             .
                         
                     

@@ -1120,7 +1120,7 @@
                     
                     

                         
-                            73
+                            73
                             .
                         
                     

@@ -1154,7 +1154,7 @@
                     
                     

                         
-                            74
+                            74
                         
                     

                     

@@ -1182,7 +1182,7 @@
                     
                     

                         
-                            75
+                            75
                             .
                         
                     

@@ -1200,7 +1200,7 @@
                     During his years of teaching, Haüy continued to take an interest in ciphers and codes. 
                     
                         He was, for example, very interested in the telegraph and its use in military intelligence 
-                        76
+                        76
                          (this was before electricity was in general use). 
                     
                     Haüy also probably saw the telegraph as a means of earning money. 
@@ -1209,7 +1209,7 @@
                     
                         In a letter dated 1st July 1807, he described his invention and enclosed a brochure entitled Mémoire historique abrévé sur les télégraphes en général et sur les
                             télégraphes de St Pétersbourg 1801 
-                        77
+                        77
                         . 
                     
                 

@@ -1248,7 +1248,7 @@
                 
                 

                     
-                        78
+                        78
                         . 
                     
                 

@@ -1259,7 +1259,7 @@
                     He was given the opportunity to test his pasigraph between the fortress of Kronstad and a frigate anchored seven verst off the coast of St Petersburg. 
                     
                         The experiment was successful as to speed and precision; however, it is not known what became of Haüy's telegraph 
-                        79
+                        79
                         . 
                     
                 

@@ -1270,13 +1270,13 @@
                     After the defeat of Napoleon at Waterloo in 1814, the National Institute in Paris became once more an autonomous entity. 
                     
                         The new director was Sebastien Guillé, a doctor of medicine, a fanatical royalist and an orthodox Roman Catholic 
-                        80
+                        80
                         . 
                     
                     He forbade Haüy to visit the school since he considered that he had betrayed the French monarchy during the Revolution. 
                     
                         He was particularly critical of Haüy's attitude to religion 
-                        81
+                        81
                         . 
                     
                 

diff --git a/client/src/test/resources/valid2020/EPUB/C00000-07-rearnotes.xhtml b/client/src/test/resources/valid2020/EPUB/C00000-07-rearnotes.xhtml
index 11911276..50a1d025 100644
--- a/client/src/test/resources/valid2020/EPUB/C00000-07-rearnotes.xhtml
+++ b/client/src/test/resources/valid2020/EPUB/C00000-07-rearnotes.xhtml
@@ -111,14 +111,430 @@
         

             

             
Rearnotes

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diff --git a/client/src/test/resources/valid2020/EPUB/C00000-08-chapter.xhtml b/client/src/test/resources/valid2020/EPUB/C00000-08-chapter.xhtml
index 190dabd9..7a8af09c 100644
--- a/client/src/test/resources/valid2020/EPUB/C00000-08-chapter.xhtml
+++ b/client/src/test/resources/valid2020/EPUB/C00000-08-chapter.xhtml
@@ -113,7 +113,7 @@
             

                 
                     Blind individuals have probably been educated to some degree or other in a number of countries throughout the world for many centuries 
-                    82
+                    82
                     . 
                 
                 Organised education of the blind, however, did not exist before the end of the 18th century and the beginning of the 19th century.
@@ -130,12 +130,12 @@
                 In both cases John Locke and other Enlightenment philosophers exerted a powerful influence over the pioneers of education for the blind. 
                 
                     Another pioneer in this field was Johan Wilhelm Klein, who in 1804 founded an institute for the blind in Vienna 
-                    83
+                    83
                     . 
                 
                 
                     From the first, Klein regarded his school as a public concern 
-                    84
+                    84
                      and his real wish was to integrate blind children into ordinary classes. 
                 
                 Klein's institute was from the outset financed by the State, while the institute which Haüy and Zeune founded in Berlin in 1806 also received State funds.
@@ -143,7 +143,7 @@
             

                 
                     The birth of Swedish education for the blind is usually considered to have occurred in 1807 
-                    85
+                    85
                     . 
                 
                 At that time, the Keeper of Royal Records, Pär Aron Borg, received a visit from the 24- year old Charlotta Seijerling, who had become blind at the age of four and later
@@ -153,7 +153,7 @@
                         the public examination of Charlotta Seijerling, who was able to demonstrate her skill in reading, singing, playing the piano and the harp and also in "a number of handicrafts,
                         which she had been taught such as spinning, knitting and needlework; and she had, particularly in the latter crafts, acquired such skill that she was able to show a sweater which
                         she had made for herself". 
-                    86
+                    86
                     . 
                 
                 This examination was held prior to the funding of the institute. 
@@ -166,7 +166,7 @@
                 In his letter to the king, he also requested permission to teach the deaf. 
                 
                     Borg's petition met with approval and he was granted an annual personal allowance of 450 riksdaler banco 
-                    87
+                    87
                     . 
                 
                 Johansson is of the opinion that this decision led to the establishment in Sweden of an institute for the blind, the deaf and the mentally infirm.
@@ -179,7 +179,7 @@
                 
                     In his application to the monarch for funds, Borg also committed himself to holding annual public examinations of the institute's pupils, as demanded by the new
                         régime, which at the same time had increased the institute's funding 
-                    88
+                    88
                     .
                 
             

@@ -187,7 +187,7 @@
                 During the Autumn and Winter of 1808 to 1809, Borg initiated teaching activities on a larger scale, by accepting six deaf pupils and one blind pupil. 
                 
                     Borg claimed that he was familiar with the educational methods in vogue in other countries in Europe, but that he preferred to follow his own ideas 
-                    89
+                    89
                     . 
                 
                 With regard to the deaf, however, he allowed himself to be oriented by l'épée in his use of sign language and the finger alphabet. 
@@ -198,7 +198,7 @@
                     which has survived. 
                 
                     Because of the shortage of blind pupils, the institute eventually accepted only deaf children 
-                    90
+                    90
                     . 
                 
                 Pär Aron Borg left the institute in 1818, after a series of conflicts, to found a private institute for the deaf in Manhem.
@@ -208,7 +208,7 @@
                 
                     During the parliamentary session of 1844 to 1845, education for the disabled was discussed, and in the course of that debate it was in fact suggested that this type
                         of education should be integrated into the general elementary school system 
-                    91
+                    91
                     . 
                 
                 The decision to create a separate school for the blind was taken in the Riddarhus (House of the Nobility) by Nils af Zellén, head of department at the Ministry of
@@ -220,7 +220,7 @@
                 
                     Ossian Edmund Borg, the son of Pär Aron Borg, had become director of the General Institute for the Deaf at Manilla and was sent on a tour of Denmark, Germany, Belgium
                         and France for the purpose of studying the progress of the education for the blind in these countries 
-                    92
+                    92
                     . 
                 
                 In 1846, the Riksdag (Swedish parliament) decided that a new department for the blind should be established at Manilla. 
@@ -230,7 +230,7 @@
                 Musical skills would also be taught. 
                 
                     The children would attend the institute from 12 to 18 years of age 
-                    93
+                    93
                     . 
                 
                 Prior to that, they would be admitted to the school in the locality in which they officially resided.
@@ -239,7 +239,7 @@
                 In Denmark, the situation was somewhat different. 
                 
                     The Kjaeden Order had been founded towards the end of the 18th century; one of its activities was helping the blind 
-                    94
+                    94
                     . 
                 
                 Originally the Order ran an asylum which admitted a certain number of blind persons who were taught handicrafts. 
@@ -259,7 +259,7 @@
                 
                     A letter from Castberg, however, contains an interesting piece of information; he mentions that during his stay in Paris he tried to buy Haüy's book but that only
                         second-hand copies were to be had 
-                    95
+                    95
                     . 
                 
                 He bought three copies, one of which he kept for himself. 
@@ -269,7 +269,7 @@
                 
                     A pamphlet entitled Journal udgiven til Fordel for Blinde was published in 1811 in Copenhagen in which an article on Haüy, written by Daniel Fürst, a merchant,
                         appeared 
-                    96
+                    96
                     . 
                 
                 Fürst writes that he spent six months in 1805 in daily contact with Haüy and that he had learned how to teach the blind from him. 
@@ -295,7 +295,7 @@
                 Melchior who had visited the institute in Paris in 1852 and seen for himself that blind pupils could learn to read with the help of raised print books. 
                 
                     He later stated in his report that the Danish institute had not kept up with developments in this field 
-                    97
+                    97
                     . 
                 
                 As a result of Melchior's report, the commission suggested that the institute should employ special teachers to teach the blind pupils to read and write. 
diff --git a/client/src/test/resources/valid2020/EPUB/C00000-11-conclusion.xhtml b/client/src/test/resources/valid2020/EPUB/C00000-11-conclusion.xhtml
index 9b8588bb..46bfc056 100644
--- a/client/src/test/resources/valid2020/EPUB/C00000-11-conclusion.xhtml
+++ b/client/src/test/resources/valid2020/EPUB/C00000-11-conclusion.xhtml
@@ -105,7 +105,7 @@
             }
         
         
-        
+        
     
     
         

@@ -141,7 +141,7 @@
                 But is this so remarkable? 
                 
                     He moved in precisely those circles - mainly composed of academics and public officials - from which the French Revolution sprang 
-                    98
+                    98
                     .
                 
             

@@ -158,7 +158,7 @@
                 
                     Haüy does not stand alone amongst his contemporaries in taking this utilitarian view of education for the visually impaired: it was characteristic of all teaching
                         during the period of the French Revolution 
-                    99
+                    99
                     .
                 
             

@@ -196,14 +196,14 @@
                 It remained in use until modern computer technology made it possible to produce tactile writing. 
                 
                     Indeed, Haüy has sometimes been called "The Gutenberg of the Blind" 
-                    100
+                    100
                     .
                 
             

             

                 
                     Haüy was not a pioneer of object lessons for blind children, although he did continue what others before him had begun 
-                    101
+                    101
                     . 
                 
                 He was more practical in his approach to the problems involved in educating blind children, producing useful material and equipment (such as his printing press) which he
@@ -223,7 +223,7 @@
                     instruire (1819) developed a much more sophisticated theoretical approach to the education of the blind. 
                 
                     While he was director of the institute, however, Guillé did not increase the number of textbooks or teaching aids for use in object lessons 
-                    102
+                    102
                     .
                 
             

@@ -247,7 +247,7 @@
                 Madame Haüy remains a mystery and it is impossible to judge her contribution as a teacher. 
                 
                     All we know is that she taught at both the Musée des Aveugles 
-                    103
+                    103
                      and the institute in St Petersburg.
                 
             

diff --git a/client/src/test/resources/valid2020/EPUB/C00000-12-toc.xhtml b/client/src/test/resources/valid2020/EPUB/C00000-12-toc.xhtml
index c423f9c6..058c5b0a 100644
--- a/client/src/test/resources/valid2020/EPUB/C00000-12-toc.xhtml
+++ b/client/src/test/resources/valid2020/EPUB/C00000-12-toc.xhtml
@@ -3,7 +3,7 @@
 
 
     
-    FRIEDRICH NIETZSCHE IN SEINEN WERKEN
+    Valentin Haüy - the father of the education for the blind
     
     
     
@@ -355,7 +355,8 @@
             Archive Foundation, how to help produce our new eBooks, and how to
             subscribe to our email newsletter to hear about new eBooks.

     

-

+
+
- \ No newline at end of file + diff --git a/client/src/test/resources/valid2020/EPUB/package.opf b/client/src/test/resources/valid2020/EPUB/package.opf index abdcc4c6..807c1b7a 100644 --- a/client/src/test/resources/valid2020/EPUB/package.opf +++ b/client/src/test/resources/valid2020/EPUB/package.opf @@ -10,7 +10,7 @@ C00000 Valentin Haüy main - the father of the education for the blind + - the father of the education for the blind subtitle Beatrice Christensen Sköld en diff --git a/src/main/resources/xml/schema/2020-1/nordic2020-1.opf-and-html.sch b/src/main/resources/xml/schema/2020-1/nordic2020-1.opf-and-html.sch index 76795074..818af619 100644 --- a/src/main/resources/xml/schema/2020-1/nordic2020-1.opf-and-html.sch +++ b/src/main/resources/xml/schema/2020-1/nordic2020-1.opf-and-html.sch @@ -134,7 +134,8 @@ - [nordic_opf_and_html_26b] The note + + [nordic_opf_and_html_26b] The note reference with the href "" attribute must resolve to a note, endnote or footnote in the publication: (in ) From 5bc4044fc62d6bc4a9df9dd7f82671a9c30a87b1 Mon Sep 17 00:00:00 2001 From: Daniel Persson Date: Thu, 27 Apr 2023 09:36:28 +0200 Subject: [PATCH 2/6] Fixing testcase to conform to the 2020-1 guideline for package to content verification. --- .../valid2020/EPUB/C00000-02-toc.xhtml | 2 +- .../EPUB/C00000-03-frontmatter.xhtml | 8 ++--- .../valid2020/EPUB/C00000-04-chapter.xhtml | 8 ++--- .../valid2020/EPUB/C00000-05-chapter.xhtml | 4 +-- .../valid2020/EPUB/C00000-06-chapter.xhtml | 32 +++++++++---------- .../valid2020/EPUB/C00000-07-rearnotes.xhtml | 8 ++--- .../valid2020/EPUB/C00000-08-chapter.xhtml | 6 ++-- .../valid2020/EPUB/C00000-11-conclusion.xhtml | 4 +-- .../valid2020/EPUB/C00000-12-toc.xhtml | 2 +- .../src/test/resources/valid2020/EPUB/nav.ncx | 8 ++--- .../test/resources/valid2020/EPUB/nav.xhtml | 8 ++--- .../test/resources/valid2020/EPUB/package.opf | 2 +- .../2020-1/nordic2020-1.opf-and-html.sch | 5 +-- 13 files changed, 48 insertions(+), 49 deletions(-) diff --git a/client/src/test/resources/valid2020/EPUB/C00000-02-toc.xhtml b/client/src/test/resources/valid2020/EPUB/C00000-02-toc.xhtml index 3ab2a54b..a2b8f291 100644 --- a/client/src/test/resources/valid2020/EPUB/C00000-02-toc.xhtml +++ b/client/src/test/resources/valid2020/EPUB/C00000-02-toc.xhtml @@ -10,7 +10,7 @@
-
+

Table of contents

  1. diff --git a/client/src/test/resources/valid2020/EPUB/C00000-03-frontmatter.xhtml b/client/src/test/resources/valid2020/EPUB/C00000-03-frontmatter.xhtml index b0425eff..aaca632c 100644 --- a/client/src/test/resources/valid2020/EPUB/C00000-03-frontmatter.xhtml +++ b/client/src/test/resources/valid2020/EPUB/C00000-03-frontmatter.xhtml @@ -473,10 +473,10 @@ -
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Beatrice Christensen-Sköld

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diff --git a/client/src/test/resources/valid2020/EPUB/C00000-04-chapter.xhtml b/client/src/test/resources/valid2020/EPUB/C00000-04-chapter.xhtml index 21160be0..cc263c4d 100644 --- a/client/src/test/resources/valid2020/EPUB/C00000-04-chapter.xhtml +++ b/client/src/test/resources/valid2020/EPUB/C00000-04-chapter.xhtml @@ -111,8 +111,6 @@
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1. Research questions


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En fullständig lista över titlar utgivna i FOKK-serien finns på: http://www.kkrva.se/?page_id=715

 
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3.5 Haüy's meeting with Lesueur and the founding of l'Institution des Jeunes Aveugles

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Twice a year the blind children performed before the Court. Louis XVI was patron of the institute and also contributed economically to its upkeep. @@ -491,7 +491,7 @@ Each subject is dealt with in a short chapter. Haüy gives simple, practical advice on teaching methods and on the production of material for use in object lessons and of a variety of teaching aids.

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He lays particular stress on the methods to be used to teach blind children to read and write and on how to produce raised print books. An entire chapter is dedicated to explaining how blind pupils can be trained as compositors. @@ -560,7 +560,7 @@ Although Haüy had raised scores made, he did not at first consider music to be anything more than an entertainment for the blind.

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He changed his opinion later when he discovered that the blind could learn to play the organ and thus could be employed as church organists @@ -648,7 +648,7 @@ .

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Under the monarchy, his blind pupils regularly appeared in public to demonstrate their progress and these performances continued during the revolutionary period. Haüy's ability to adapt to the different régimes would later go against him, however. @@ -721,7 +721,7 @@ .

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3.9 Valentin Haüy in Russia

@@ -790,7 +790,7 @@ in advance when Haüy began his work. He also asked the crown to provide, at no cost to himself, a furnished house, light and fuel.

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Finally, he asked for 2 000 roubles in advance, as travel allowance for himself and his blind pupil. Haüy did not ask for travel allowances for his wife and son, who accompanied him to Russia. @@ -864,7 +864,7 @@ Eight days after Haüy presented his petition, the money he had been promised was paid.

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The person who became head of the new institute for the blind was a certain Bouchoueff, who taught at a school in St Petersburg and claimed he was sufficiently fluent in French to be able to converse with Haüy and learn his pedagogical ideas. @@ -930,7 +930,7 @@ They were Galitch, a student at the Institute of Pedagogy in St Petersburg, and Louet, a French immigrant (a naturalized Russian citizen), who offered to give music classes.

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Galitch taught a pupil who came from the Kronstadt fortress in the Bay of Finland and who spoke only Russian. According to Skrébitsky, Bouchoueff had already lost heart in his work. @@ -983,7 +983,7 @@ for this kind of education, which demands knowledge beyond what is expected in ordinary schools.

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I remain in your service as temporary head of the institute only because my colleague, who at an inopportune moment assured the ministry that he could manage @@ -1046,7 +1046,7 @@ Dolst and Haüy thought the contrary. He was also very critical of Haüy, who he found had made improper use of his position by appropriating the best rooms for his own personal use.

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The children's dormitory was cold in winter and stiflingly hot in summer. To make matters worse, they were obliged to pass through the bedroom to empty their chamber pots. @@ -1106,7 +1106,7 @@ post. I have already nominated young Vaganoff as a worthy successor to this post.

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(3) The minister, rather than the inspector, who does more harm than good, must appoint a person who will direct only the teaching of such handicrafts as may prepare the blind pupils for a trade. (4) For Fournier's post, the ministry should appoint the three blind pupils Smourof, Vemblad and Stiaguine and have them divide his @@ -1173,7 +1173,7 @@ I was filled with a desire to defend them to the utmost, if they should indeed require my help.

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M. l'abbé Sicard receives daily proof of the intelligence of the deaf-dumb when he gives them written exercises, when he makes them understand and when he @@ -1280,7 +1280,7 @@ .

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Not until 1821 was Valentin Haüy able to revisit his old school, which had then been extended to admit some 60 pupils. During a ceremony held on 21st August 1821, Haüy was honoured for his pioneering work in the education of the blind. diff --git a/client/src/test/resources/valid2020/EPUB/C00000-07-rearnotes.xhtml b/client/src/test/resources/valid2020/EPUB/C00000-07-rearnotes.xhtml index 50a1d025..35724299 100644 --- a/client/src/test/resources/valid2020/EPUB/C00000-07-rearnotes.xhtml +++ b/client/src/test/resources/valid2020/EPUB/C00000-07-rearnotes.xhtml @@ -113,8 +113,8 @@

Rearnotes

See [1].

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End notes

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End Notes

  1. Note

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  2. Note

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  4. Note

    diff --git a/client/src/test/resources/valid2020/EPUB/C00000-08-chapter.xhtml b/client/src/test/resources/valid2020/EPUB/C00000-08-chapter.xhtml index 7a8af09c..16a7bdac 100644 --- a/client/src/test/resources/valid2020/EPUB/C00000-08-chapter.xhtml +++ b/client/src/test/resources/valid2020/EPUB/C00000-08-chapter.xhtml @@ -171,7 +171,7 @@ Johansson is of the opinion that this decision led to the establishment in Sweden of an institute for the blind, the deaf and the mentally infirm.

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    The allowance continued to be paid after the events of March 1809, when Gustav IV Adolf was forced to abdicate in favour of his uncle (Carl XIII).

    @@ -251,7 +251,7 @@ organisation of the institutes for the blind which exist in Paris, where the blind, each according to his capacity, are educated to become useful citizens since they are taught different skills in the production of a variety of articles."

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    Castberg spent the winter of 1804 to 1805 in Paris but there is no written testimony of his having informed the Institute for Blind Youth in Copenhagen of what he had observed. @@ -322,7 +322,7 @@ image -

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    In 1855, Haüy's Essai sur l'Education des Aveugles was translated into Danish by a young blind man by the name of Hans S/ondring. The Danish translation was called Om de Blinde (About the Blind). diff --git a/client/src/test/resources/valid2020/EPUB/C00000-11-conclusion.xhtml b/client/src/test/resources/valid2020/EPUB/C00000-11-conclusion.xhtml index 46bfc056..530f9706 100644 --- a/client/src/test/resources/valid2020/EPUB/C00000-11-conclusion.xhtml +++ b/client/src/test/resources/valid2020/EPUB/C00000-11-conclusion.xhtml @@ -169,7 +169,7 @@ I have shown that experimentation in education for visually impaired pupils originated in several countries; there are thus several persons, contemporaries of Haüy, who might well be called pioneers of education for the blind.

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    Pritchard (1963), however, emphasises that Haüy was unique in that he created a system of organised education for the blind based on a carefully thought-out method. The outstanding feature of Haüy's enterprise - which sets him apart from British pedagogues of the time - was the founding of a school in the true sense, which imparted @@ -227,7 +227,7 @@ .

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    Then we come to the question: Did Haüy in fact found an institute for the blind in St Petersburg?

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