Sameskolstyrelsen (SamS)

17th century
In Sweden, Norway and Finland the education of the Sami people was a part of the missionary activity which took place during this time.

In 1619 minister Nicolaus Andrae translated an ABC-book, including the catechism and the missal, into Sami. These books were the first books printed in Sami; they were not widely used and therefore never became very important. Of greater importance was the ‘Skytteanska’ school in Tärnaby, founded in 1632. The founders, minister Olaus Nurenius and councilor Johan Skytte, thought that the best way to Christianize the Sami people was to educate some of them into priests, in their own land, in Lapland. In the beginning the education was limited to reading from the ABC-book and the catechism; this was later extended to include both arithmetic and writing. At the end of the 17th century Latin and also small amounts of Greek were studied by the students.

The school usually accepted twelve students who stayed there for several years. The students were given free room and board. Between the years 1633 and 1772 fourteen Sami students were accepted at the University of Uppsala. It was likely that most of them had started their educational journey at the ‘Skytteanska’ school. A school which gave the Sami people their first education and lasted for over 200 years.
18th century
The evangelism of the Sami people was intensified at the beginning of the 18th century. In Norway the priest Thomas von Westen, amongst others, carried out mission work among the Sami people. In Sweden a royal order in 1723 stated that that a school should be founded next to every main church. The schools were founded in Åsele and Jokkmokk 1732, Arjeplog in 1743, Jukkasjärvi in 1744, Föllinge in 1748 and finally Gällivare in 1756.

The number of pupils at these schools were usually six and at first only boys were accepted. The schools were mainly for Sami children, but also children of settlers could be accepted. The language of instruction was Sami and the main subject religion. The pupils were also trained to read books, the purpose being to facilitate the study of the catechism and other religious writings.

To stimulate studying, the pupils were paid. This form of ‘reward education’ was replaced by firmer rules with the introduction of positions such as “Bible teachers� and others. In 1735 the Sami School Decree was passed and in 1739 the Central Board of Schools and Churches was established in Lapland.
19th century
At the beginning of the 19th century there were permanent schools in Karesuando, Jukkasjärvi, Gällivare, Jokkmokk, Arjeplog, Lycksele and Föllinge. In addition a dozen traveling Bible instructors were also teaching. There was a change around this time from permanent schools to moving, ‘nomadic’ school forms. In 1818 four of the permanent schools were closed as were the remaining three some time later. The traveling Bible teachers were supposed to be responsible for the entire educational program.

From the middle of the 19th century the educational systems were changed several times. The permanent schools were re-instated and the Bible schools were closed down and opened up again. The education was given in the language which was most commonly used in the congregation. In 1896 it was decided that Sami education should be given either in Sami folk schools, Bible schools or folk schools. The teaching should have the same content as in the folk school and carry on for around five years. The lessons should, if possible, be given in Swedish.
20th century
At the beginning of the 20th century the Sami people had five different school forms to choose from; Sami folk schools, Bible schools, winter courses, folk schools and the Swedish Mission Covenant church schools. All in all this added up to around 35-40 different schools.

In accordance with the rules prescribed special ‘kåta’ (a traditional Sami building) schools were built next to the village school. These boarding schools were in very bad shape and finally in 1940 regular boarding schools were built.

In the Decree of Nomadic Schools of 1957 it was proposed that these schools should be open to all children with Sami heritage. In this proposition the Sami people themselves should be given the opportunity to choose if they wanted to put their children in a Sami boarding school or in the Swedish compulsory school. The goals of Sami boarding schools should be the same as for the Swedish compulsory school. The Swedish Parliament decided in 1962 that the Sami people would be given the opportunity to choose between two equal educational possibilities for their children; Sami boarding schools or the Swedish compulsory school.

When the educational plan of 1969 for comprehensive schools was introduced the Swedish National Agency for Education sent out supplementary details on how to teach Sami children. In this supplement it is stated that the content and disposition of education for Sami children should be adjusted to Sami children’s needs and where it is possible the teaching language should be Sami.

Education in the Sami language at primary or secondary level schools did not exist in Sweden until 1976 when the Swedish government decided to introduce home language education for immigrant children and linguistic minorities.

More information is found on the official Sami information portal: www.samer.se