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while subject teachers teach the last 3 years, as in U.S. junior high schools. However, specialized teachers are also assigned to the lower and middle levels to give instruction in subjects such as music, gymnastics, and art. In addition, special instruction is provided for pupils with physical or mental handicaps. Classes in the lower stage are not permitted to have more than 25 pupils, while the missile and upper levels are allowed a maximum of 30 pupils. The concept of the "class," however, is becoming increasingly irrelevant, as instruction is given more and more in groups of vary size, depending on the subject and teaching matter. Instead of 40-minute periods, longer working "shifts" of 120 minutes are being introduced at the Junior and Intermedia levels, each shift containing elements from between one and three subjects.

From the beginning of the Senior level, pupils have certain options, although the bulk of their schedule is still devoted to compulsory subjects. Out of a total of 105 hours during the 3 years of upper stage, 88 are devoted to subjects compulsory for all pupils. English, for example, is a compulsory language from grade 3, and at the Senior level the pupils choose between a more difficult and an easier English course. From Grade 7 the pupils have also to choose between four optional sets covering 3-4 hours per week. These sets consist of French or German, art, economics, and technology. For 2 hours per week the pupils also work on a freely chosen project, occupying themselves with something that interests them. There is no direct preparatory vocational training in the comprehensive school, but in grade 9 the pupils undergo 2 weeks of practical vocational orientation, during which time they work as trainees at a place of work.

If those pupils who have completed the compulsory 9-year comprehensive school wish to continue their education, three basic possibilities are open: the gymnasium, the continuation school, and the vocational school (Figure 24). The expansion of compulsory schooling has generated a rapidly increasing flow of pupils to the secondary schools, as is illustrated by the following tabulation:

	1950	1960	1969
Gymnasium	20,100	66,600	109,300
Continuation school			33,600
Vocational school	12,900	49,400	76,100[1]
Total	33,000	116,000	219,000

FIGURE 24. Educational system (U/OU) (chart)

It is estimated that by 1972/73 the capacity of the secondary schools will correspond to almost 90% of every school generation, 30% being admitted to the gymnasium, 20% to the continuation school, and more than 35% to the vocational school. The percentage increase of various age groups in the Swedish education system during the past three decades may be seen in the following tabulation:

	7-15	16-18	19-24
1940	79	10	5
1950	85	25	10
1960	92	34	17
1965	98	44	21
1970 (est)	99	62	30

The importance of the role traditionally played by the gymnasium would be difficult to exaggerate. The final comprehensive examination magically transformed the "pupil" into a "student" and qualified him for admission to the university. However, time and policy have been working great changes in the gymnasium. In 1946 only 8% of the pupils finishing lower secondary education went on to the gymnasium, while in 1969 the average proportion was around 30% and even higher in some areas.

In 1966 the gymnasium was reformed, and a single "municipal" gymnasium replaced the three types of gymnasiums (general, commercial, and technical). The new gymnasium is entered directly from the comprehensive school, and it gives 3 years of education in one of five programs: liberal arts

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1. Excluding private schools.