CHAPTER XI.

THE EDUCATIONAL SYSTEM OF SWEDEN.

[Abridged from a pamphlet, Education in Sweden, published in connection with the Swedish educational exhibit at the Louisiana Purchase Exposition, and furnished to this Office through the courtesy of N. G. W. Lagerstedt, royal commissioner for Sweden to the Exposition.]

The Kingdom of Sweden occupies the eastern and larger section of the Scandinavian peninsula, situated in northwestern Europe. The western and smaller section of the peninsula consists of the kingdom of Norway, which is politically united with Sweden under one monarch. Of the total area of the united Kingdoms (about 300,000 square miles) 172,000 square miles, or approximately 58 per cent, belong to Sweden. Of their total population (about 7,500,000) 5,250,000, or about 70 per cent, are resident in Sweden.

According to vital statistics, the mortality is in Sweden lower and the expectation of life higher than in any other European and probably also any extra-European country.

Sweden exhibits a peculiar mixture of aristocratic and democratic tendencies, of which the latter have the ascendency in our day here, as in other nations. Of social movements in modern Sweden it may be mentioned that our people have most successfully waged war against the abuse of intoxicating liquors, which struggle has attracted great attention also in other countries.

By the wealth of water power of the country, as well as by the great variety of its natural products, Sweden seems to be intended to play an important part in the industrial work of the European nations.

The close connection between education and the church is peculiar to Sweden. As in other respects, so in this, too, the history of Sweden defies theoretical calculations, and of the unfavorable consequences to be prophesied at first sight from such a connection as this only few traces are visible.

Thus church and school in Sweden both come under the ecclesiastical department. Legislation in their interest pertains to the Government and the Riksdag in common, but reglementary ordinances, etc., are issued, according to the constitution, by the Government alone (as a branch of the King's "economical legislation"). The practice has, however, more and more come into vogue for the Government to invite the Riksdag to decide conjointly with it even in these minor questions, and now no alteration of any great importance is carried through without the consent of the Riksdag. Under the ecclesiastical department the diocesan boards (bishop and chapter) have the superintendence of all, both lower and higher, public schools in the diocese. This applies also in part to private schools and institutions, especially such as enjoy a State grant.

The cost of public education in Sweden for 1895 and 1900 is calculated as follows, by E. Arosenius. a

a Reduced to U. S money on the basis of a Swedish crown=26 8 cents.-ED.

Thus, during this period of five years there has been a considerable increase in the expenditure for education. The total cost per inhabitant amounted in 1895 to $1.35, but in 1900 to $1.84; hence an augmentation of 37 per cent. It should be noted that the cost of professional schools, such as military academies, navigation schools, agricultural and commercial schools, etc., is not included in the above figures.

Of the cost for public education the State pays about 38 per cent, while the school districts, communities, and county councils grant 54 per cent. The remaining 8 per cent is derived from the funds of the schools themselves, from term fees, etc.

1. POPULAR EDUCATION.

During the nineteenth century the necessity of an organization of the agencies of popular education, as well as of making common schools compulsory, was clearly perceived. After several decades of strife the latter principle was proclaimed by the first common school statute of 1842. It has been the central effort of the half century passed since then to realize the principles thus advanced as aims of the future. From the early days of compulsory common schools, the vivid interest and zealous labors of Count T. Rudenschöld deserve a place in the grateful memory of the Swedish people. It was mainly due to his influence that in the Riksdag of 18561858 a further comprehensive measure was taken, the carrying out of which was later energetically promoted, especially by F. F. Carlson, ecclesiastical minister in 1863-1870 and 1875-1878. The common school statutes now in operation are of December 10, 1897.

The common schools in Sweden are primarily the concern of the parish. Nevertheless they receive considerable assistance from the State and are under the superintendence of state and ecclesiastical authorities. Every parish constitutes a school district, the legislative authority of which is vested in the church assembly.

The school board performs the functions of preparatory and executive administration; it consists of the rector, who is ex officio president, and of at least four other members (male or female), elected by the church assembly. Once at least during the school year the president of the school board is bound to summon the teaching staff to a conference concerning the interests of the common school in his district.

There must be at least one common school in every district. When possible, the school ought to be divided into two departments, viz., the infant school for new beginners and the common school proper for more advanced pupils. For those who have passed through the complete course at the common school, proper arrangements are made in many places for free continuation courses.

These courses have diverse names and organizations. For pupils who have been through the common school and entered some trade, a so-called continuation school is arranged. This school provides for yearly instruction of at least 180 hours, distributed on certain evenings of the week, or more centered within one or two short terms. Pupils unengaged in practical work may, on leaving the common school,