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iv. education and mental culture.
Studentexamen Studentexamen
(For the meaning of the terms in the above diagram, see the text.)
These conflicting pedagogical principles went on for a long time jostling and
clashing, and led up to the remarkable struggle between the exponents of the
old and the new systems in the great Education Committee of 1825 to 1828,
in which such men as Agardh, Berzelius, Geijer, Grubbe, Tegnér, Wallin, had
a seat. The Committee’s proposal was a compromise to the effect that the
different schools were to be "lines", or departments, within the unified school
which was the goal of aspiration. In 1849 the different schools were amalgamated
into a single kind of educational establishments, namely the elementarläroverken,
or secondary schools. A variety of circumstances, however, such as bad
management, landed the school world in a state of considerable confusion. A tentative
piece of legislation three years earlier was followed finally by the Education Act
of 1859, which introduced a much-needed order into the chaos of the school
world. In pursuance of that act, schools were divided into a latinlinje, or
classical side, and a reallinje, or modern side, from the third class upwards.
As the lowest class was abolished in 1869 the classical side subsequently began
with the second class. By the Education Act of 1878, which remained in force
till 1904, the bifurcation began from the fourth class. The most noteworthy
reforms during the latter half of the 19 th century were the transference of the
studentexamen, the university entrance examination, from the universities to the
schools (1862), the institution of a provar, or "year of probation", for teachers
(1865), and the establishment of a "semi-classical" side in which Greek was
abolished (1869).
These measures, however, failed to satisfy the claims for a better common
citizens’ education and towards the end of the century people began
vehemently to insist that these claims should be satisfied. What they particularly
demanded was that a final examination (avslutning) should be instituted for
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