This paper examines the development of museum education for schools with mid-twentieth-century Sweden as an empirical example, focusing on the Nordic Museum (Nordiska museet) and the Swedish Museum of Natural History (Naturhistoriska riksmuseet). At the Nordic Museum, more advanced educational practices and outreach activities emerged rapidly during the interwar years, whereas at the Museum of Natural History, comparable changes occurred first in the 1960s. The study analyses how the two museum institutions’ goals, activities and modes of audience engagement shaped their educational programmes and interaction with schools. It identifies how the relation with schools evolved from small-scale, locally supported initiatives in the 1930s and 1940s to broader, state-supported national networks in the 1960s as museums were integrated into a national public education framework to support the realisation of the democratic welfare society.

The article traces and examines the history of some of the specimens used in teaching in Swedish secondary grammar schools from the mid-nineteenth century up until today. Previous research has focused on empirical analyses of teaching materials and school collections, while this paper adds new knowledge to the history of education using an object-biographic approach. Whilst focusing on the history of two distinct specimens, a bird and a small collection of butterflies, and how these were circulated and recontextualised, the paper raises wider questions about how different actors are involved as meanings and knowledge content change. Through the object-biographic approach, we show that the use of natural history objects was multifaceted and had several purposes at the same time, ranging from research to education to providing status or being a hobby. The use of natural history specimens changed with reforms of the Swedish educational system. New teaching materials and new educational ideals were developed, and from 1960 onwards the importance of these objects decreased. We show how the specimens have taken on new meanings today as selected and displayed museum objects.

This article examines the dynamic relationship between schools and museums during the 1930s. It investigates how elementary school teachers and students became a prioritized audience for Nordiska museet in Stockholm by analyzing the foundation of the museum’s teaching department (“undervisningsavdelningen”) and the work of the museum’s first lecturer Ernst Klein (1887–1937). Material from the museum’s archive reveals how a mutual beneficial relationship was established between the museum and local schools in the 1930s and how visits to the museum gradually was included in the elementary school curriculum. The study cast new light on the reciprocal development of the two institutions in the interwar years and stresses the importance of local circumstances and individual actors’ initiatives when analyzing past teaching practices.

This paper aims to introduce educational history to multimodal studies by combining a source-oriented approach with multimodal social semiotics. We trace the role of objects and collections in teaching and learning, and focus on Strängnäs Secondary Grammar School in Sweden 1830-1960 as a case example. Closely examining original documents, remaining physical objects, and examples of their situated use as represented in photographs and drawings, the paper provides a nuanced perspective on how object-based pedagogy was applied. It traces how objects and artefacts were incorporated into the school’s collections, by the actions of different actors, in processes of recontextualisation and framing. The activity types that we use as examples, include: drawing lessons in art, weapons practice in physical education, plant collecting in botany, and map exercises in history. These examples show how objects and their meaning potential were used in teaching and learning, and how they realized certain discourses of schooling. Based on our examples, we can see how educational discourses such as progressivism came to have different impact in different subjects. While an authoritarian and national discourse prevailed in art and physical education, a scientific and progressive discourse seem to have been established in botany and history. By combining multimodality with historical research, we can understand meaning-making within a larger context of sociocultural practices and sociopolitical forces.

This article examines the attempts to introduce dissections of small animals in Swedish primary schools and secondary girls’ schools during the early twentieth century. It demonstrates that the new teaching methods were a part of a further ambition to transform the pupil’s relationship to nature and how teachers taught the natural sciences. Knowledge of the human body was emphasised and produced in analogy with other species, leaving none of the body’s organs or basic functions outside the curriculum. One of the strongest voices in this process was the Swedish physician Karolina Widerström (1856–1948). Through hers—but also others—engagement in annual training courses in basic dissection techniques for female teachers and the production of wildly distributed illustrated dissection manuals, extensive effort was made to change the pupil’s understanding of nature in general as well as their own bodies including the fundamental principles of human reproduction.