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294
IV. EDUCATION AND MENTAL CULTURE IN SWEDEN.
This order, however,’ does not involve that every child receives so long
a period of instruction. Certainly, it is prescribed that common schools ought
jproperly to be »stationary», but when local conditions or want of means prevent
the establishment of such schools, the instruction of children may be
provisionally provided for by »ambulatory schools». In many instances it thus happens
that a school district is divided into two wards, and so has two stations between
which the master moves. There are even parts of the country where the common
school shifts to more than two places. According to the Statute of Common
schools, however, the number of wards ought to be restricted as much as possible,
so that the teaching in every ward may be annually extended in point of time.
On the whole, development has taken such a course that the number of wards
has been diminished, and ambulatory schools have become »stationarv.» (See Table
46, p. 289).
Sloyd-room at a Common School, Stockholm. Photo, axel Rtdin,
3 ’ Stockholm.
But even at stationary schools, the time of study can be divided between
different groups of children. In many of them arrangements are made for having different
divisions of children taught at different seasons of the year. In some, the school
year is so divided that different divisions of children are instructed on different
days of the week. Thus it follows that a very large percentage of common
school children only get about 4 months of instruction altogether annually. — With
regard to the number of lesson-hours a week, the law prescribes that they must
in no case exceed 36.
The common school statute prescribes that a teacher’s aim should be, not
merely to instruct the pupils, but also to educate them. With the latter
object in view, they ought, as far as possible, to try to enlist the cooperation of
parents.
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