the svea court of appeal in the early modern period 336 education which would benefit the country and resolve many of the deficiencies of the administration. This was not a novel idea as such since similar considerations had led to the establishment of the trainee system in the 1620s, but now the education in the schools and universities was to be reformed.999 While officials had already been expected to have a university education as the seventeenth century had progressed, there had been no specifications on what this training should entail. David Nehrman (1695– 1769) had already suggested in 1723 that a judicial exam for office-holders should be established. It was not until 1749 that this happened when a statute was promulgated decreeing that all those applying for positions within the judiciary were to pass an examination supervised by the university (Förordning angående de Studerandes Academiska Wittnesbörder, som tänka söka sin befordran vid Rättegångswerken). Courses in law and moral philosophy were regarded as important for an aspiring official of the courts. The requirements of the exam were quite unclear, however, and not always enforced with the greatest rigour. Even contemporaries complained that educational demands were meaningless unless they were precisely stipulated.1000 The newly-discovered interest in education must not be over-emphasized. As already mentioned, the emphasis when considering promotions was on experience, and this tendency only increased in 1756 with a statute concerning suggestions for vacant positions (Förordning angående upprättande av förslag till lediga tjänster, the so-calledtjänstebetänkande). Again skills, experience and merit (skicklighet, erfarenhet, förtjänst) were mentioned - this time specifying skills as knowledge and qualifications obtained at university or otherwise. It is also stated that experience, merit and worthiness are synonymous and refer to time within the Crown’s service.1001 What is most important, however, is that the statute made the principle of seniority (anciennitetsprincip) the primary ground for advancement, and the knowledge obtained through studies was only relevant when someone was employed for the first time.1002 This of course did not encourage long and thorough studies, abroad or in Sweden, as it was important to be in line 999 Cavallin, Maria 2003 pp. 84, 160; Gaunt, David 1975 pp. 31-37. 1000 Björne, Lars 1995 pp. 95-96; Cavallin, Maria 2003 p. 85, 160; Alkio, Paavo 1952 pp. 135, 139-140. 1001 TB1756 § 1, printed inFrihetstidens grundlagar, ed. Brusewitz. 1002 Cavallin, Maria 2003 p. 79.
RkJQdWJsaXNoZXIy MjYyNDk=