A significant part of the welfare state's investments in education during the 20th century wasto democratize the school system, among other things through progressive forms of teaching.The pupils should be able to influence and be active, example participate in group work inorder not only to learn about democracy also to use democratic methods. Another aspect ofdemocratization could be to visit public and private workplaces where the students were given the opportunity to take part in the society which the teaching were supposed to prepare them to. An extensive archive material from the Swedish 1948 School Commission1 shows howstudents could influence teaching and how the surrounding society could be part of students'teaching sphere: education (learning) for democracy with teaching trough democracy. About20 percent of about 600 teachers have stated that they used the surrounding society as aresource for learning. For example, a teacher from Lund said that young people shouldexperience democracy in school: “Young people should be confronted with society's boardand institutions in their home area, e.g. through a visit to the City Council meeting.” (Mytranslation: FI: 10 SKRA.) A teacher from Gothenburg stated that the teaching was based on factorsin society that ordinary citizens need to become familiar with and that the students made visitsto different places based on their own interests with following discussions, on the students'own initiative (My translation: FI: 12, SKRA) In my paper, I will highlight students' participation ineducation according to Gert Biestas (2006) two (out of three) types of "democratic education"in school by giving concrete examples from teaching described by teachers in 1946.