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2. SECONDARY EDUCATION.

Under this head come the public schools for boys supported by the State, as well as the private schools of the same standing, and also the higher schools for girls, which in range of instruction closely approach the former.

PUBLIC SECONDARY SCHOOLS FOR BOYS.

Aim and number of the public secondary schools for boys.-According to the public school act of November 1, 1878, still in force, it is the object of the secondary schools to give a civic education beyond that imparted by the common schools, and also to impart that scientific knowledge which is to be further developed at the university or the higher special schools.

During the school year 1902-3 the entire number of public secondary schools as supported by the State amounted to 82. Those containing nine classes are called higher or complete secondary schools; those containing five or three classes, lower secondary schools, and those containing less than three classes, pedagogies.

During the school year 1900-1901, 36 schools had nine classes, 1 six classes, 38 five classes, 1 four classes, 2 three classes, and 1 two classes.

Of the 36 schools, 25 have both the lines, classical and modern, complete; 7 only the classical line (3 having a modern line in the sixth class), and 4 only the modern line. All, with four exceptions, have both lines in the fourth and fifth classes.

The number of students in a section of the five lower classes must not exceed 40. But as parallel sections often occur in the same class, there are higher schools with 600 or 700 students, and lower schools with 300 or 400.

All the public secondary schools are located in towns and cities.

Administration.--The public secondary schools, like most of the educational institutions of the country, come under the ecclesiastical department. Within each diocese the bishop is the superintendent (eforus) of its public schools; for schools not located in the cathedral city he appoints as his representative an inspector.

At the head of every public school there is a principal (rector), who is appointed by the Government from among the applicants for a definite term of years-usually five. Besides his duties as head of the school the principal has a certain amount of teaching to do and is responsible for the school finances.

The principal is assisted in the performance of his duties by the faculty (lärarekollegiet), consisting of the teachers of the school, presided over by the "eforus” or inspector, if he is present, otherwise by the principal. The faculty determines upon questions of teaching, school discipline, finances, etc.

Instruction.-The school year begins at the close of August and extends over 36 weeks, with a week of Easter and half a week of Whitsuntide vacation. The actual number of school weeks is thus 344. Hence the school year is in Sweden considerably shorter than in most other European countries. Thus it is in Denmark 43, in Prussia and Austria 42, in France 41, and in Norway 38 weeks.

A complete school course is calculated for nine years of work, distributed over seven classes, of which the two highest (VI and VII) cover each two years. The first class is the lowest. The four highest classes are called, respectively, the lower sixth (VI: 1), the upper sixth (VI: 2), the lower seventh (VII: 1), and the upper seventh (VII: 2).

TABLE 4.-Time schedule for the public secondary schools,a

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a Roman numbers denote classes. Caelassical line A (with Greek); Cb-classical line B (without Greek); M=modern line (the classical and modern lines do not diverge till in the fourth class; and the division of the classical line takes place in Class VI: 1).

Special hours are given to geography in Classes I-IV, resp. 2, 2, 3, 1, and 1.
Psychology and logic.

dZoology (I-IV); botany (II-V): physics, astronomy (IV); chemistry, geology (V).

e Swedish composition in the class.

In Classes I-III all the students have the same courses. With Class IV the school branches into two lines: The classical line (Latinlinien) with Latin, and the modern line (Reallinien) without that language. In Classes IV and V, however, the difference in the curriculum of the two lines only touches a few subjects, inasmuch as the seven hours Latin and the one hour drawing on the classical line correspond to six hours English and two hours drawing on the other; the courses in history are, moreover, somewhat different, so that the two lines can not be taught together in that subject. In Class VI: 1 greater differences appear in the two curricula, and at the same time the classical line is subdivided into two sections--Section A, with Greek, and Section B, without Greek.

The teaching extends over five to six hours daily. Instruction in singing, drilling and gymnastics, military drill (obligatory), and also instruction in English (voluntary) for students in the A section of the two highest classes, and in drawing and instrumental music for boys who desire to learn them, takes place at times outside the regular curriculum, often in the afternoons. Instruction in singing, obligatory to all students with ear and taste for music, in the lower five classes, but optional in the higher classes, must not occupy over two hours a week. Gymnastics is taught in all classes half an hour every day, or, if this is not feasible, at least in such a way that not less than three hours of instruction in the week is given to every division in gymnastics. Sometimes pedagogical gymnastics are replaced by running games conducted under the teacher's supervision and guidance, preferably in the open air. Military drill, replacing gymnastics, for the boys in Classes VI and VII, extends over five weeks at most at the beginning of the autumn term, for altogether sixty hours; during this period the principal may arrange with the teachers for a diminution in

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

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 charts 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-mentioned 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 the written 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 examination, 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.

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