▁Hav ika ▁had ▁started ▁in ▁ 1 9 1 0 ▁as ▁a ▁board ing ▁school ▁for ▁children ▁from ▁Southern ▁S á mi ▁families ; ▁the ▁school ▁was ▁in ▁many ▁ways ▁a ▁" N or weg ian ization ▁school ", ▁but ▁was ▁also ▁a ▁meeting ▁place ▁for ▁the ▁S á mi . ▁The ▁S á mi ▁mission ary ▁organisation ▁was ▁founded ▁in ▁ 1 8 8 8 , ▁and ▁from ▁the ▁beginning , ▁made ▁a ▁conscious ▁effort ▁to ▁use ▁the ▁S á mi ▁language . ▁After ▁national ▁assembly ▁resolution s ▁in ▁ 1 9 1 2 ▁and ▁ 1 9 1 3 , ▁the ▁organisation ▁adopted ▁into ▁its ▁byla ws ▁that ▁" the ▁organisation ▁should ▁in ▁no ▁respect ▁be ▁in ▁viol ation ▁of ▁the ▁State ' s ▁work ▁concerning ▁the ▁church ▁and ▁school ing ". ▁This ▁was ▁interpreted ▁as ▁supporting ▁the ▁Norwegian ization ▁effort . ▁ ▁In ▁Sweden , ▁the ▁authorities , ▁through ▁a ▁school ▁reform ▁in ▁ 1 9 1 3 , ▁had ▁split ▁S á mi ▁children ▁into ▁two ▁groups , ▁the ▁so - called ▁" category ▁splitting ": ▁children ▁of ▁rein de er ▁her ding ▁S á mi ▁went ▁to ▁" the ▁Nom ad ▁school ", ▁whilst ▁children ▁of ▁non - nom adic ▁S á mi ▁went ▁to ▁regular ▁schools , ▁where ▁they ▁lost ▁their ▁S á mi ▁identity . ▁This ▁was ▁called ▁" L apps ▁should ▁be ▁L apps " ▁politics , ▁where ▁" real ▁S á mi " ▁were ▁defined ▁in ▁a ▁way ▁that ▁o stra ci zed ▁large