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the number of school hours for those classes to the extent of from seven to twelve hours a week."

In later years obligatory vacation tasks have been assigned to the students during summer vacations. The subject and extent of these tasks, which are the same for all pupils in the same class, are determined upon by the principal toward the close of the spring term.

New pupils are only entered at the beginning of a term. All who apply for entrance must be at least 9 years of age, and they must all pass a special examination, unless they only change schools, and present satisfactory certificates. The requirements for entrance into the first (i. e., lowest) class have been established by

a Under date of December 22, 1904, Mr. Lagerstedt has communicated to this Office the following particulars relating to the proposed reform of secondary education in Sweden:

The secondary schools of Sweden are the direct continuation of the monastery, cathedral, and town schools, which were already in existence in the earlier part of the middle ages. The development of these schools since then naturally includes a long series of reforms and changes, each one more or less reflecting the time in which it occurred. In the month of May in this year (1904) the Swedish Rigsdag made a decision to carry through a reform, which probably is one of the most important ever effected with regard to the secondary schools of Sweden. The chief features of this reform are as follows:

At present the complete secondary schools have a continuous course of nine years, following upon a course of three years in the common schools. Hereafter the complete secondary schools will consist of a lower modern school of six years, and of a higher "gymnasium" of four years. The "gymnasium," however, is not a direct continuation of the modern school, but continues from its fifth class, which makes the complete course of the individual pupils extend also hereafter over a period of nine years. Outside of the complete schools, consisting of both modern school and "gymnasium," in the larger cities, it is the intention to establish in a number of smaller cities only modern schools of six years.

The modern school course, as well as that of the present secondary schools, is a continuation of a previous common school course of three years. Pupils who have gone through the modern school undergo a final examination, which, if duly passed, is to entitle them to certain privileges, for instance (as it will in all probability be ordered), that they be received as apprentices in the telegraph or postal service department, etc.

At some places the modern schools may be arranged on the plan of coeducation of boys and girls. This is a very important innovation, being the first instance of the Government in Sweden establishing coeducational schools for the secondary education. The common schools have always been coeducational. This decision was preceded by a very careful investigation and gathering of information regarding coeducational schools, the experiment that had been made in that direction, their effect on the pupils, etc. Such information was gathered from the United States, as well as other countries. The four year "gymnasiums," as proposed, are of two different kinds, namely," Latin gymnasiums" and "modern gymnasiums," and are concluded by an entrance examination to the university. This examination is, in the main, the same as at present, and gives the same privileges, including entrance to the university, etc. In the Latin gymnasium opportunity is presented for those who so desire to study Greek. A very important change for the gymnasiums is that the students during their last two years are allowed a certain liberty in choosing their subjects of instruction. They may be entirely relieved from pursuing one or two subjects in order to enable them to study other subjects more thoroughly.

One of the most important features of the new reform, perhaps the most important of them all, is the curtailing of the study of the classical languages in the secondary schools. Hereafter Latin will be studied only during the last four years previous to the entrance examination to the university, and the Greek language only during the last two years. At present the Latin language is studied during six years and the Greek during four years. The commencement of Latin is consequently postponed for two years. It is now about thirty years since the study of Latin, on the initiative of Gunnar Wennerberg, the poet and composer, at that time cabinet minister and chief of the ecclesiastic department (education department), was reduced from 8 years to 6. The classical languages in our country, as well as in other countries, are consequently being ever more and more forced backward from their dominating position. Their retrogression is also manifested by the smaller number of pupils that apply themselves to the study of them. In the Swedish school exhibit in St. Louis there were some graphic tharts exhibited, showing this very clearly. It might be seen from these, for instance, that while during the year 1875, 85 per cent of all pupils in the sixth and seventh classes (the last four years) studied Latin, and only 15 per cent belonged to the modern line, this condition gradually changed, so that in 1901-1903 only 47 per cent studied Latin, while 53 per cent belonged to the modern line. In 1871, 50 per cent of all the pupils in the above-mentioned classes studied both Latin and Greek, while in 1901-1903 only 15 per cent of all the pupils studied the two languages.

An important measure decided upon in connection with the new reform is the institution of a superior board for the secondary schools of the country, consisting of five members, to which board affairs hitherto managed immediately by the ministry of education or by the chapters of the dioceses are going to be handed over.

In conclusion may be mentioned the names of two men who were most instrumental in establishing the reform, the main features of which have just been given. They are Mr. Carl von Friesen, at present cabinet minister and chief of the ecclesiastic department (the education department), and Prof. Ernst Carlsen. The former was, before becoming minister, principal of a higher public secondary school in Stockholm and vice-chairman of the committee appointed by the Government, whose suggestions are the foundation of the reform now adopted. The latter was professor of a higher secondary school in Gothenburg. It was on his motion that the Rigsdag of 1899 made the decision which is the foundation of the present reform. He also was a member of the above-men

tioned committee. A short time ago he was appointed by the Government chairman of the first superior board for the secondary schools of Sweden.

law, and were modified to some extent (1894) in order to make it easier to pass from the common schools to the public secondary schools.

At the close of every spring term a general promotion to higher classes takes place throughout the school. All students considered worthy of it are moved up without special examination to the next class. The others may, if they wish, present themselves for examination at the beginning of the autumn term, being then moved up if that examination results satisfactorily; this category usually embraces some 20 per cent of those who are promoted. A boy who has spent two years in a class without promotion is, as a rule, excluded from the school.

TABLE 5.-Number of students in the public secondary schools for boys.

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Every year, some time between April 15 and June 21, an examination of students reporting themselves for it is held at the various public secondary schools. This is the final or university entrance examination. The examination is conducted under. the control and supervision of "censors" temporarily appointed by the Government, as a rule from among the university professors.

The examination is partly written, partly oral. The written examination takes. place several weeks before the oral, and lasts from four to six days, the same at all schools. The papers are determined by the chief of the ecclesiastical department on the basis of suggestions made by the censors. The candidates who pass thewritten examination are entitled to enter also for the oral. As a rule, to gain the university entrance certificate, a student must pass satisfactorily in all subjects.

This final examination is required for entering not only the universities, but also various higher special schools, such as the military school, the veterinary institute, the pharmaceutical institute, and others. To enter the technical high school this examination is not necessary, though it entitles to such entrance, provided it has been passed on the modern line. So likewise the final secondary school examina-tion, without being required, yet entitles the student to enter the State railroad, postal, or telegraph service, and it is required for entering the customs service.

The annual examination of the various classes at the close of the spring term, to which the principal issues a public invitation, together with his annual report, is only to be considered as an exhibition before the public, a solemn completion of the work of the year, before summer vacation, and has no connection with the promotion of the students to higher classes on the ground of meritorious work, which has already been made previously.

Students.—As seen in Table 5, it is only in recent years that a marked increase in the number of public school students is noticeable. A significant discrepancy between the various lines is clearly seen, the modern line having gained in attendance, while the classical (especially the A line, with Greek) has lost.

ED 1904 M- -50

TABLE 6.-Number of graduates from the secondary schools (i. e., number who passed the university entrance examination).

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a Students from accredited private institutions, 1896-1900, average 87, and private students average 62; of these 149 students, 21 belonged to the A line, 72 to the B line, and 56 to the modern line. The Caroline Institute and the private universities of Stockholm and Gottenborg, inclusive. e Percentage of the total number of graduates.

Of the total number of students entered at the public secondary schools, ordinarily only about one-fourth reach the final examination. During the quinquennial period 1893-1897 the average yearly number of students leaving these schools without taking the university entrance examinations was 1,833. Of these, 531 entered commercial life or commercial schools; 225 engaged in industrial pursuits of various kinds; 214 entered private schools or engaged in private study; 137 entered technical schools; 109, agricultural schools; 85, schools of navigation, etc. Above 20 per cent gave no information regarding their future career, while of those that gave such information 83 per cent engaged in practical pursuits or entered practical schools.

The number of students having passed the university entrance examination is seen in Table 6. Also here no very marked increase is shown in later times, and the period 1881-1885 presents the maximum. The number of students entering the universities has decreased both relatively and absolutely, as is also shown by Table 6. Thus were matriculated at the universities during 1871-1875 as many as 70 per cent of all that graduated, but during 1896-1900 only 43 per cent. This is owing to the ever-growing demands of practical life.

examination from the Gradually this age has

The mean age of students passing the university entrance public secondary schools between 1876–1880 was 19.96 years. decreased, so that during 1891-1895 the average was only 19.26 years. Teachers. At the public schools there are, apart from the principals, three categories of teachers with fixed appointments, viz.: (a) lectors (in the higher schools only), who possess higher attainments, draw a higher salary than the others, and are required to teach chiefly in the upper classes; (b) adjuncts (or "colleagues" in lower schools), who possess lower attainments, draw a lower salary than the lectors, and are required to teach chiefly in the lower classes; exercise masters, who give instruction in drawing, music, gymnastics, and military drill. The total number of teachers during the school year 1899-1900 amounted to 1,022, viz.: 79 principals, 207 lectors, 529 adjuncts and colleagues, and 207 assistant masters. Thus there was one teacher for every seventeen pupils. Besides these teachers, there were 252 exercise

masters.

The number of teaching hours a week required of a principal at a higher public school is 12-16, of a principal at a lower school 20-24, of a lector 18-22, and of an adjunct or "colleague" 24-30. In the lowest class instruction is given, as far as feasible, by a single teacher; in the next three higher classes likewise by one or two, or at most four. From the fifth class upward, the system of one teacher for each subject or group of subjects prevails.

The qualifications for becoming teachers in the public school are as follows: As regards theoretical knowledge, lectors are required to have gained the doctor's degree in the philosophical faculty at a university. Adjuncts, etc., only the "candidate's" (master's) degree in the same faculty. As regards practical experience, both lectors and adjuncts must have passed a probationary year (Profår).

The appointment of teachers is in the hands of the chapters (in Stockholm in those of the two boards of directors); against their decision complaint may be lodged with the Government. As is the case with the majority of Swedish officials, public school teachers with fixed appointments can not be removed unless upon judicial trial and sentence.

The salaries of the regular teachers are apportioned in five gradations. Five years of service entitles to promotion to a higher gradation from the next lower. A lector's salary thus rises from $670 to $1,206 and an adjunct's from $402 to $938. Ever since the year 1883 the Riksdag has annually granted an increase of salary to the extent of $134, which must be added to the above figures. The Riksdag has, moreover, since the year 1901 granted the teachers, as well as most other State officials, an extra increase of 10 per cent of their salaries. The principals receive at the higher schools at first $1,206, and after ten years of service $1,340; in addition they are provided with a house, or with the rent for a house, and enjoy the abovementioned increase of $134. When a teacher has attained an age which, added to his years of service, makes up the number 100, he obtains a pension-80 per cent of his salary. Widows and children receive considerable sums in pensions out of a fund to which fixed contributions are annually made by the teachers.

During the school year 1899-1900, 27 positions (in drawing and music) in the publie secondary schools were occupied by women.

Finances. Every town where a public school is situated is bound to provide, free of cost, a site for the schoolhouse extensive enough to provide space for the games and open-air exercises of the boys. In certain cases the towns are also under obligation to build and keep the schoolhouse in repair; in other cases, again this duty falls upon the building funds of the schools and of the diocese. Where these have not proved sufficient the Rigsdag has occasionally made a special grant to meet the The Swedish school buildings may in general be said to fulfill, in a high. measure, the requirements of practical utility and elegant appearance.

wants.

The cost of some recent school buildings (including their fitting-up, but not their site) has amounted to the following figures: The Norrmalm Classical School at Stockholm, $226,000; the Modern School in Gottenborg, $145,000; the school at Vexjö, $85,000; the Modern School in Stockholm, $210,000, and so on.

All students, except such as are unable to do so, or those transferred from other secondary schools, pay a matriculation fee of about $2.50. They also pay a small term fee, from which, however, poor and at the same time promising boys may be partly exempted. The entire yearly amount paid to the school by each student not exempted from any part of the fee is $8. This income is used for the purchase of light, fuel, and school material, for prizes, and for the building reserve fund.

The State expenditure for the public secondary schools for boys of Sweden amounted in 1900 to $1,025,000, or 20 cents per inhabitant and $59.50 per student. With the contributions of the communities (for schoolhouses, aid to the teachers for their rent, etc.), and of the special school funds, the total expenditure for public schools probably amounts to about $1,250,000.

PRIVATE SECONDARY SCHOOLS FOR BOYS-COEDUCATIONAL SCHOOLS.

In consequence of the small fees demanded in the public schools, private enterprise in higher education has met with considerable difficulties, and the number of

private schools is still small. At present there are only five private schools for boys entitled to furnish university entrance certificates, viz, two in Stockholm, two in Upsala, and one in Lund. Of these, two are coeducational. The main income of these schools, as well as of various smaller institutions with fewer classes, consists of the students' fees; yet some of them also receive State grants. Such grants amounted for 1900 to $9,380.

Aside from the two coeducational institutions referred to, which are complete secondary schools, there are some twenty other coeducational schools where the instruction is about the same as in the public five-class schools. Of these there are three in Stockholm. The others are found, for the most part, in smaller towns or places of greater industrial activity, "more important railroad centers, etc. The coeducational schools of Motala and Hedemora may hold final examinations entitling the boys to enter Class VI: 1 of the public schools; the coeducational school of Falkenburg may likewise examine for Class IV.

SECONDARY SCHOOLS FOR GIRLS.

Secondary schools for girls are of recent date in Sweden. With the exception of the Wallin school (Wallinska skolan) in Stockholm and the Kjellberg school (Kjellbergska skolan) in Gottenborg, which were founded during the thirties, they all came into existence during the latter half of the nineteenth century. Before that time girls were taught at home by governesses or sent to boarding schools. The Higher Training College for Lady Teachers was established at Stockholm in 1861 for the purpose of training teachers both for the school and the family, and in 1864 was opened the State Secondary Normal School for Girls, which is connected with the training college and forms a practice school for its students. With the exception of these two establishments, all the higher schools for girls in Sweden are private institutions.

The Higher Training College for Lady Teachers comprises three one-year classes, in addition to which there is an optional fourth year course. The number of students in each of the obligatory classes is generally 25. In order to obtain admission to the college the applicant must have completed the age of 18 and have passed an examination testifying that she has attained the standard of knowledge which corresponds to a complete course at an eight years' secondary school for girls (vide below). Of the entire number of hours given in the obligatory classes, about 32 per cent are devoted to the French, German, and English languages; 24 per cent to religious instruction, the Swedish language, history, and geography; 23 per cent to mathematics, natural science, and hygiene; 8 per cent to pedagogics and the methods of teaching, and 13 per cent to singing, drawing, and gymnastics. Some of the subjects are, however, optional. The fourth course of the college is intended particularly for the training of specialist teachers. Each student, therefore, receives instruction only in those subjects which she herself chooses. All instruction at the college is free of charge, and poor and deserving pupils receive small scholarships from the State.

The normal school comprises three preparatory classes for children of 6 to 8 years of age, eight regular classes, and a continuation class, the last chiefly intended for instruction in domestic economy. The pupils of the school pay annual fees, ranging from $20 in the lowest class to $49.50 in the highest. In the continuation class the fee is $27. Of the entire number of lesson hours in the eight regular school classes, 24 per cent are devoted to the French, German, and English languages; 33 per cent to religious instruction, the Swedish language, history, and geography; 15 per cent to mathematics, natural science, and hygiene, while no less than 28 per cent are allotted to writing, drawing, singing, needlework, and gymnastics. Some of the subjects are, however, optional.

In connection with these institutions a school of domestic science was opened in 1893, the pupils being not only those of the continuation class of the normal school,

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