In Sweden, in the Folkskola, Elementary or People's School, maintained by the parish under the direction of the school board and the close supervision of the state, instruction is compulsory as well as gratuitous. As in Norway, between the ages of seven and fourteen every boy and girl must attend a public school, unless the parents can show that their child is receiving equivalent instruction elsewhere, in a private school or at home. No exception or compromise is allowed, and no "half-time" system or "rush" through the school to suit the convenience of the factory or the farmer. For seven years, during eight and a half months of the year,—allowing for summer, Christmas and Easter holidays,—and thirty-six hours per week, every boy and girl in the kingdom receives instruction and goes through the same curriculum. The school board, which has the direct management of the schools is elected to the parish, and women are eligible to it. The state, which controls the whole system of education, from the A.B.C. class to the college and university, maintains alike its unity and its efficiency, and sees to the strict enforcement of the law. Parents who try to evade it, through malevolence or neglect, may even, after due warning, be deprived of their children, who are taken over by the community during their school years.
In thinly populated districts the school may be "ambulatory," held now in one part of the district and now in another, so that all may attend in turn. In such cases the schooling is reduced to four months in the year. But there is no district, however poor or thinly populated, without its Folkskola. There are nearly twelve hundred of these in the land, attended by seven hundred and forty-two thousand pupils, and employing sixteen thousand two hundred and seventy teachers of both sexes.
No more conscientious, hardworking, and respectable class of men and women can be found than the teachers. Eight years' study, first in a special seminary and then in a training college, has taught them their profession both in theory and practice. They are convinced of the importance and dignity of their office, and are respected accordingly. Socially, the general type of the school teacher is a superior one. There are at present in the Riksdag, occupying seats as members of the second chamber, no fewer than eleven teachers in elementary schools, twelve teachers in secondary schools, one inspector of schools, and one university professor. In the rural community, the school teacher is something of an authority. Most of the members of the parish have "sat under him" at school in their early life, and owe to him most of what they know. For years he has been diffusing knowledge around him, and has been looked up to as the fountain of book learning. He is the local parson's great coadjutor in parish matters, and being a ready speaker, is of no mean influence in the parish assemblies. The one dark blot in the existence of the school teacher is the small salary received. Few of them receive so much as $300 a year, the average running from $225 to $275; even in Stockholm the figure going little beyond $300. Living is, however, cheap in the rural districts, and these teachers, who are drawn generally from the rural and indigent classes, are accustomed to frugality and economy. They are lodged free of rent in the schoolhouse or a cottage attached to it, and are allowed firewood and other small prerequisites. They have generally a small garden or potato patch to cultivate, and can keep a cow and a few hens. They often add to their modest stipend by extra work, such as teaching in the evening classes, playing the organ in church, and writing, or some such work after school hours.
At fifteen, after seven years' assiduous attendance at the Folkskola, the boy and girl have finished their education, so far as compulsory instruction goes, and they are free to begin work on their father's farm, in his shop or his trade, or take service anywhere and shift for themselves. They may, however, if they like, pursue their studies further in the continuation schools, or in the evening classes provided in most parishes, or repair to a college or gymnasium town, if they elect to enter the church, the liberal professions, or the service of the state. But they have first to be confirmed, and it is here that the definite religious instruction is given. The preparation for confirmation, which entails a much longer and more advanced course of religious instruction than is usual for confirmation in England, is independent of the school and takes place in church, parents being allowed every liberty in the choice of the clergyman who performs this office for their children. English readers who are acquainted with Longfellow's admirable translation of Tegnér's beautiful poem, "The Children of the Lord's Supper," are aware of the importance of this ceremony in Swedish social life. It is the great turning point in the existence of Scandinavian youth. The boy and girl emerging from it leave boyhood and girlhood behind them. Knee-breeches and short frocks have given way to pants and long skirts. The boy sports his first watch and glories in his first shirt-front. The girl discards her long plaits, and wears her hair in a top-knot. They have made their profession of faith in public, have been examined in regard to it, and have had to answer for it in the presence of the whole congregation. They have assumed henceforth the full responsibility of their acts. In the eyes of the church, if not in the eyes of the law, they are free and responsible members of society.
The secondary schools are maintained by the state, and are confined to the towns. They comprise nine forms in seven classes, of which the last two have double forms. The first three correspond to the curriculum of the primary schools, where are taught reading, writing, arithmetic, history, natural sciences, singing, drawing, and gymnastics, to which are added Sloyd and gardening for the boys, and needlework and cooking for the girls. Scholars who have passed these in the primary schools enter into the fourth form. They are generally divided into two branches, the classical and the modern, according as the classics or languages predominate in the curriculum, which comprises religion, Swedish composition, history, geography, philosophy, Latin, Greek, German, French, mathematics, zoology, botany, physics, chemistry, and drawing. After the fourth form, pupils must declare, with the written approbation of their parents or guardians, whether they will follow the classical or non-classical course, according as they intend to qualify for the universities or the technical high schools. Not all the pupils who attend these secondary schools complete the full course and pass the final examination. More than half—those who mean to devote themselves to trade, agriculture, or industry, and those who have not developed the capabilities necessary to confront the severe final test of the "maturity" examination—leave the school on attaining the upper forms. To those who intend to enter the professions, the civil and military service, and the church, the full course of the secondary school is necessary, the "maturity" examination certificate being the only open sesame to the universities, the special colleges, and the technical high schools. To obtain it and to don the white cap, which is the outward and visible sign of university membership, is the first great step in the life of the ambitious youth.
For young men destined for the technical trades and professions, there are open, after they have passed the maturity examination at the secondary school, two special institutions, where they complete their technical training—the Technical High School of Stockholm, and the Chalmers Technical Institute at Gothenburg, besides elementary technical schools at other places. The Stockholm Technical School, which is the most complete, comprises five branches: (1) mechanical technology and machinery, shipbuilding and electrotechnics; (2) chemical technology; (3) mineralogy, metallurgy, and mining mechanics; (4) architecture; (5) engineering. The course in each of these sections takes between three and four years. Generally several are combined, constituting a course of six or seven years.
There are two universities in Sweden—Upsala in the north, founded in 1477; and Lund in the south, founded in 1668, to which may be added the Medical College in Stockholm, founded in 1810, and limited to the medical faculty. The studies at these universities are thorough and comprehensive, but unusually long. They have each four faculties,—theology, jurisprudence, medicine, and philosophy,—and grant three different degrees in each, besides special degrees in theology and jurisprudence for entering the church and the government services. Even these last, which are easiest to obtain, require a course of from four to five years. To take a medical degree a young man must stay nine years at the university, and two additional years in the hospitals, making eleven years in all. Unlike English and American universities, the Swedish universities are non-residential. Like those of the Continent, they are only teaching institutions, and the students who matriculate at Upsala and Lund must lodge in town or board with families living there. Beyond attending the lectures and going up to be tested, they have no direct intercourse with their professors.
In this brief sketch of the institutions provided by the state it will be seen that what especially characterizes public instruction in Norway and Sweden is its undoubted thoroughness and depth, though a serious penalty is paid for this in the extreme length of the course. By the time it is completed, and the young man issues from the protracted ordeal, armed for the battle of life, several of the best years of his youth are passed; he is already between twenty-five and thirty years of age when he first treads on the threshold of his career. On the other hand, he enters it not only with the necessary qualifications whereby to rise to eminence in it, of which the severe tests he has undergone offer evident proof, but with the assurance of finding the way more or less open to success.