In Sweden, common elementary schools (folkskolan) were introduced in the 1840s. As a consequence, children started walking to and from school several days per week. The school route, as both place and practice, impacted society and families; it created new ways and needs in everyday life. From a time-geographic perspective, the article investigates children’s mobility in everyday life in order to understand what walking to school encompassed. Moreover, whereas the common narrative of school routes in the past emphasizes distances and challenges of the journeys it often omits the adult world’s comprehension and involvement. The aim of the article is to increase understandings of the school route as a phenomenon and its meanings in everyday life from a historical perspective. Through qualitative analysis of memoirs and societal discussions, the authors focus on the difficulties (conceptualized as “weights”) that the school routes could entail and how the adult world tried to manage them (conceptualized as “reliefs”). One conclusion is that society and families were aware of, and tried to deal with, those hardships, and a second is that the school route was more than a distance. In this regard, variations in families’ geographical and socioeconomic positions and the physical landscape played crucial roles.