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288
IV. EDUCATION AND MENTAL CULTURE IN SWEDEN.
In the 18th century the work of popular education was very greatly
advanced by the Pietist Movement, which laid great weight on Bible reading, and,
naturally enough, was compelled to interest itself in promoting the art of
reading. (It is a significant feature that the Pietists in Sweden were always
nicknamed simply läsare, i. e. »readers»). But even other cultural tendencies of that
century, such as utilitarianism, the philosophy of enlightenment, and neologism,
highly valued popular education and advanced it in many ways, without,
however, effecting a more comprehensive organization of the work embraced.
Common School Buildings, Parish of St. Johannes, Stockholm.
During the nineteenth century, the necessity of such an organization as well
as of making common schools compulsory was clearly perceived. After several
decades of strife, the latter principle was proclaimed by the first Common School
statute of 1842. It has been the central effort of the half century passed since
then to realize the principles thus advanced as aims of the future. From the early days
of compulsory common schools, the vivid interest and zealous labours of Count T.
Rudenschöld deserve a place in the grateful memory of the Swedish people. It was
mainly due to his influence that in the Riksdag of 1856/58 a further, comprehensive
measure was taken, the carrying out of which was later energetically promoted
especially by F. F. Carlson, Ecclesiastical Minister in 1863/70 and 1875/78. —
The Common School statutes now in operation are of December 10, 1897.
The Common Schools in Sweden are primarily the concern of the
parish. Nevertheless, they receive considerable assistance from the
State and are under the superintendence of State and Ecclesiastical
authorities. Every parish constitutes a School District, the legislative
authority of which is vested in the Church Assembly (see page 265).
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