School and education, and therefore teachers, were central parts when building the Swedish welfare system during the 20th century. One of the goals regarding school development was democracy, in line with equality. The basic idea was that differences[1] would be counteracted.[2] Investigations were made and reforms were implemented (or not implemented) and the state's expenditure on the school increased by about 220% from 1920-1940.[3] Grants, for example the construction of school houses, resources for dental care and free school lunch were given from the state, from the municipalities and from voluntary associations. It was the municipal politicians that had to ensure that welfare reforms reached everyone. It also affected the teachers working conditions, consisted of many different duties, both social and educational aspects included.[4] 

Teachers' working conditions being debated today and media portrayal of the teaching profession is seldom positive. Teachers should be caretakers, social workers, curators and knowledge brokers. "It was better in the past" echoes in the corridors.[5]  In a study of how the social dimension in teachers' working conditions has changed in character during the 20th century, Landahl has broadened the notions of what teachers’ work could involve.[6]

To discuss continuity and change in teachers’ professional duties I will follow Landahl, presenting concrete examples from my own research of what teachers' work could consist of during the period of 1930-1960.[7]  

I am using archive material from Storfors and Arvika, two municipalities in Sweden.[8] It primary letters from teachers and protocols from the municipalities' primary school board and municipal council.

Keywords: Teachers, welfare state, countryside, archive studies

 [1] Differences between regions, places and students[2] Ringarp, J., Román, H., Hallsén, S., & Nordin, A. (2017) ss 1, 25.[3] Edgren (2015)[4] Larsson (2008) (Larsson,ss 98 f) Sundberg et al. (2011, ss 12 och 243)Landahl (2006) ss 2-5 [5] Landahl (2006) s 2. Se även: https://www.sydsvenskan.se/2017-08-22/lat-larare-fa-vara-larare-istallet-for-vaktmastare-administratorer-och-kuratorer; https://skolvarlden.se/artiklar/lararna-var-tid-gar-till-annat-undervisning ; https://www.aftonbladet.se/debatt/a/m64zbE/jag-har-fatt-nog--och-slutar-som-sfi-larare [6] Landahl (2006) ss 11,19. Landahls main result as a whole says that the working conditions is both eternally and changing in the meaning: as the norms in society change, boarders have chanced regarding teachers’ responsibility.   [7] Storfors municipal archive. FII, letter 18 maj 1942. EII:1, letter 21/11 1944.  E:2 letter 29/6 1946. E:1 letter 23/11 1938 and 21/3 1939. E:2 letter 14/3 1946. EII:1 1932-1950. [8] Storfors was an industrial community with only