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grammar-school students. Other exercises (compulsory for male students) included grenade throwing, training in military units and camping. Training of the female students had a different focus; their training included reconnaissance, medical treatment, orienteering and swimming. These compulsory
National Service exercises were carried out in secondary schools, while variations (with less military emphasis) were carried out in primary schools. Of the average 11.1 outdoor recreation days in 1941â42, 9.3 were used for compulsory national service training. Of the 7,258 male secondary-school students eligible for National Service training, 6,932 participated; the number of participating female secondary-school students was 3,471 of 3,728. The training continued until the end of the Second World War, and was discontinued by an act of law in the spring of 1945.
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458:(the Finance Minister) opposed the resolution. Both threatened to resign to get their way, raising the possibility of a government crisis in the middle of the war. Despite this, the proposition was brought to the Riksdag on 21 March 1941. The first chamber ratified it and the second did not, leading to more modifications in an attempt to reach a compromise. Certain key issues were removed in the final version, which was ratified on 23 June 1941.
438:. Notably, the National Board of Education endorsed most of the motion, but rejected the compulsory instructor program for teachers. The response from the other consultative bodies was mixed; certain organizations criticised the entire motion and others certain aspects of it, while still others supported it without any objections. The official summary presented to the Riksdag failed to reflect this diversity.
433:
When the bill was presented to the
Riksdag on 21 March 1941, it included a very select range of statements from the consulting organisations; the bill contained comprehensive reports from the public and church authorities, but a limited number of opinions from the roughly 20 volunteer organizations
340:
and give it knowledge about general security and safety measures, and a degree of familiarity with weapons and shooting. However, another secondary priority which was supposed to be achieved through the military exercises was the creation of a good public spirit; integration between social classes
332:
Some of the military exercises (such as air-, gas- and fire protection, target-spotting, reconnaissance and reporting, and casualty care) would be coeducational, while others would be gender-specific. It was recommended that grenade-throwing exercises (with dummies) would start in grades 6 and 7,
483:
The modified act was implemented during 1941, although preparations had been made during 1940 to train teachers at grammar schools for the exercises. The exercises which were enacted during 1941 were entirely of a military nature; shooting practise, although optional, was performed by most male
328:
The proposed motion was that military education would be carried out in grammar schools, girls' schools, and other secondary schools as well as in primary schools. The education would consist of two parts: outdoor recreation days during the term and youth camps during summer vacation.
324:"The young shall be taught to understand, that they are limbs in the fatherlands great organism and that the individual must obey ⊠The natural authority belief can not be undermined, and the duty of obedience shall be adopted as a societyâs necessary and obvious demandâ.
319:"De unga skola lÀras att förstÄ att de Àro lÀmmar I fosterlandets stora organism och att individen mÄste lyda. Den naturliga auktoritetstron fÄr icke undergrÀvas, och lydnadsplikten skall anammas som ett samhÀllets nödvÀndiga och sjÀlvklara krav."
434:
which had also commented on the proposal. The selection of statements from the consulting bodies demonstrates disregard for the opinions of the volunteer organizations and an unwillingness to reveal criticism of the motion by the
349:
The proposition produced a heated debate, with strongly polarised opinions in the media â from outright rejection to unreserved support. The division largely followed the political spectrum, with conservative newspapers such as
297:
The question of introducing compulsory national service for
Swedish youth in secondary schools was raised in the winter of 1940 as a response to increased threat levels and a perceived regional insecurity due to the
341:
was also predicted. Finally, the motion implied that teachers at these camps would undergo an instructor training program and, having taken the program, would be qualified for permanent teaching jobs.
40:
364:
praising the proposition on the ground that it would lead to âdisciplining and a spiritual upliftâ of the youth, while the left generally was very critical of the motion. The
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to improve national defence; it was finally passed by the
Riksdag in 1941, in a much-revised version. Another key player in the political struggle surrounding the compulsory
142:
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endorsed the proposition on the ground of its potential effects on social integration. However, further to the left the opinion was overwhelmingly negative; the
137:
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When the government was to revise the motion, Gösta Bagge proposed changes in accordance with the advisory opinion of the
National Board of Education. However,
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stated that the proposition would lead to âthe militarisation and barbarisation of the young soulsâ, and several others went as far as drawing parallels to
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245:
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699:
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Richardson, Gunnar. âHitler-Jugend i Svensk Skol- och ungdomspolitikâ, Stockholm, Hjalmarson & Högberg Bokförlag AB, 2003, p. 39-48.
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Richardson, Gunnar. âHitler-Jugend i Svensk Skol- och ungdomspolitikâ, Stockholm, Hjalmarson & Högberg Bokförlag AB, 2003, p. 33-37.
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Richardson, Gunnar. âHitler-Jugend i Svensk Skol- och ungdomspolitikâ, Stockholm, Hjalmarson & Högberg Bokförlag AB, 2003, p. 22-24.
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Richardson, Gunnar. âHitler-Jugend i Svensk Skol- och ungdomspolitikâ, Stockholm, Hjalmarson & Högberg Bokförlag AB, 2003, p. 113
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Richardson, Gunnar. âHitler-Jugend i Svensk Skol- och ungdomspolitikâ, Stockholm, Hjalmarson & Högberg Bokförlag AB, 2003, p. 27.
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Richardson, Gunnar. âHitler-Jugend i Svensk Skol- och ungdomspolitikâ, Stockholm, Hjalmarson & Högberg Bokförlag AB, 2003, p. 27.
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Richardson, Gunnar. âHitler-Jugend i Svensk Skol- och ungdomspolitikâ, Stockholm, Hjalmarson & Högberg Bokförlag AB, 2003, p. 48.
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Richardson, Gunnar. âHitler-Jugend i Svensk Skol- och ungdomspolitikâ, Stockholm, Hjalmarson & Högberg Bokförlag AB, 2003, p. 21
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claimed that the motion was dominated by âemotional thinkingâ, declaring that Sweden did not need a â
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Carlgren, W. âSvensk
Utrikespolitik 1939-45â, Stockholm, Stockholm AllmĂ€nna förl., 1973, p. 196.
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while target practise with air or small-bore rifles would occur from grade 8 in primary school.
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1940:38 âReflection on the motion concerning compulsory national service for school youthâ.
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The military orientation of the program, especially concerning younger students
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SamhÀllsorientering och medborgarfostran i svensk skola under 1900-talet
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Richardson, Gunnar. âHitler-Jugend i svensk skol- och ungdomspolitikâ,
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The stated aim of the motion was to prepare the
Swedish population for
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Beredskapspedagogik och demokratifostran under andra vÀrldskriget
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expressed the concern that the aim was to create a
Swedish
675:. Stockholm: Hjalmarson & Högberg Bokförlag AB, 2003.
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1940 Swedish law requiring military service for students
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Skolöverstyrelsenâs
Archive, Gymn. Section, F2, vol.6.
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Skolöverstyrelsens
Archive, Gymn. Section, F2, vol.6.)
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Shooting practice optional for grammar-school students
436:Ministry of Education and Ecclesiastical Affairs
608:Bagge, Gösta, âMinnesanteckningar 1941-42. RA.
191:Internment camps in Sweden during World War II
474:No compulsory instructor program for teachers
461:This version differed from the first motion:
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407:Objections to the motion mainly concerned:
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424:The proposed instructor training program
270:was a controversial law proposed in the
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246:Swedish iron mining during World War II
153:Swedish Compulsory National Service Act
138:Operation WeserĂŒbungs effects on Sweden
465:No weapons training for younger pupils
208:Swedish extradition of Baltic soldiers
7:
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285:was the Swedish Finance Minister
572:Göteborgs-Tidningen 29/12 1940.
268:Compulsory National Service Act
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581:Eskilstuna-kuriren 9/01 1941.
700:Political history of Sweden
414:The state's mandatory camps
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680:Minnesanteckningar 1941-42
666:Uppfostran och upprustning
93:Sweden during World War II
50:Sweden during World War II
668:. Stockholm: Tiden, 1941.
545:Hallands Nyheter 4/1 1941
471:No compulsory summer camp
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201:Rescue of the Danish Jews
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128:Sweden and the Winter War
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196:Sweden and the Holocaust
163:February crisis of 1942
133:February crisis of 1940
695:Sweden in World War II
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276:Minister for Education
251:Nordische Gesellschaft
563:Arbetaren 30/12 1940.
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352:Nya Dagligt Allehanda
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488:Notes and references
181:Humanitarian aspects
429:Consulting opinions
388:Göteborgs-Tidningen
479:Effect on students
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398:Eskilstuna-Kuriren
393:Kraft Durch Freude
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664:Fransson, Evald.
661:. Uppsala, 1986.
366:Social Democratic
357:Svenska Dagbladet
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143:Permitenttrafiken
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283:national service
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274:in 1940 by
213:White buses
689:Categories
404:-Jugendâ.
376:newspaper
368:newspaper
293:Background
241:SkÄne Line
402:Per Albin
378:Arbetaren
338:total war
306:Proposal
98:Timeline
442:Passage
272:Riksdag
62:â
421:model
231:Other
360:and
83:Main
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302:.
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68:â
42:e
35:t
28:v
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