had the right to present herself as a candidate for the post of an infant school teacher. Special training colleges were also established by the district or diocesan authorities or else by private enterprise.

The instruction at these colleges has hitherto generally covered a period of eight months, but has now in many places been extended to one or even two years.

The training colleges provided by the authorities of the district or diocese are at present seventeen in number; those established by private individuals are five. They are all attended by female pupils; in some of the former there are also male pupils.

The subjects of study at these training colleges are religious instruction, Swedish language, arithmetic, didactics (in some also history and geography of Sweden and natural history), handwriting, drawing, singing, gymnastics, and needlework.

In some districts there is a head master; in others, a head mistress. The assistant teacher at the infant school for practice connected with these training colleges is nearly always a woman. The salary of a head mistress varies between 1,200 and 2,000 crowns ($321 to $536).

Besides the training colleges mentioned, there are in the far north of Sweden two establishments maintained by the State for the purpose of training male and female infant school teachers for the Finnish and Lapp schools in that part of the country. The Finnish training school at Haparanda has a course of study extending over three years and is managed by a head master, three male teachers, and a female teacher of needlework. The Lapp training school at Mattisudden (a village in Lapland) has a course of study extending over two years and is managed by a head master and an assistant female teacher.

The instruction, which is carried on in Swedish in both, comprises the following subjects: Religious instruction, Swedish, Finnish (only at Haparanda), Lapp (only at Mattisudden), arithmetic, object lessons, handwriting, drawing, singing, gymnastics, and needlework.

To be qualified for the profession of a national school teacher in Sweden it is necessary to have passed through one of the training colleges of the Kingdom. In 1860 the right of applying for admission to a training college was extended to women, and several female training colleges were established.

Since 1878, to the three classes, of one year's duration each, has been added a fourth, so that the course now extends over four years. The time of instruction at a training college extends annually over thirtysix weeks, divided in two terms. At the end of the spring term a final examination is held with the pupils of class four and an annual one with the three lower classes. The daily sessions are six hours in length, the time for gymnastics not included.

The various subjects of instruction (which are the same at the male training colleges, with the addition of military drill), comprise:

Religious instruction: Bible reading, sacred history, catechism, several hymns, and the outlines of church history.

Swedish language: Grammar, spelling, elocution, recitation, and composition.

Arithmetic: Elementary arithmetic, solving simple equations of one unknown quantity, extraction of the square and cube roots of numerical quantities, and bookkeeping.

Geometry: Geometrical object instruction, measurement and calculation of certain plane and solid figures.

History: Swedish history (detailed) and the political constitution of the country, chief events and lives of the most famous personages out of general history.

Geography: Physical and political (that of Sweden most minutely). Natural history and science: Zoology (comprehending knowledge of the human body and the laws of health), botany, chemistry, physics, the elements of geology and astronomy.

Pedagogy and methods: Outlines of psychology, a pedagogical and methodical representation of the development of national schools.

Drawing: Freehand and model drawing (also designing of easy objects of art and sloyd), the elements of perspective, and mechanical drawing.

Music and singing: Solo and part singing of chorals and patriotic songs, liturgies and hymns, scales and technical exercises, the principles of harmony, organ.

Gymnastics: With or without apparatus, marches, etc.

Gardening and planting of trees: The elements.

Needlework: The same courses as those of the national schools. The practical training begins in class 2, the pupils of which teach in the infant classes of the school for practice; it is continued with the pupils of class 3, who teach sacred history, elocution, and arithmetic in the national school classes, and is finished off in class 4, the pupils of which teach the other subjects in the same divisions of the school. The number of hours devoted to practical training are: In class 2, four hours a week; in class 3, four, and in class 4, fourteen.

The teachers at each training college are to be a male head master (rector) and at least four assistant teachers, of whom one must be a woman. The qualifications for a coaljutrix are: (1) To have reached the age of 23 years; (2) to have passed the complete final examination at the higher training college of Stockholm and to have obtained the highest testimonial in didactics and the second best in pedagogy and methods; (3) to have served at least a year at one of the State training colleges and to have gained a good character in that employment, and (4) to have given evidence of practical skill of instruction before the consistory to which the training college is subordinate.

A female teacher, having been nominated coadjutrix, only obtains a warrant of her appointment. If, after that time, she marries, it remains (in virtue of a new statute) with the consistory to decide whether she may keep her place or not. The obligatory time of instruction is

twenty-four to twenty-eight hours a week. A coadjutrix enjoys the same salary as a coadjutor, from 1,750 up to 3,500 crowns ($467 to $978). Besides the coadjutrixes, there are female assistant teachers engaged at the schools for practice connected with the training colleges. At a female training college, teachers in the so-called subjects of exercise, drawing, music, singing, and gymnastics, ought also to be women.

At the Riksdag of 1844 the first claim was made on the State to take measures for the purpose of training able female teachers for the higher schools. The matter was dropped at that time, but at the Riksdag of 1859-60 a subsidy was granted for the foundation of a higher female training college. It was established in Stockholm in 1861, and in 1862 a higher school for girls (State model school) was attached to it, in which the pupils had the opportunity of learning how to teach from practice.

The conditions for admitting a pupil to the training college are that she have the standard of education imparted in a complete higher girls' school, which always comprises three modern languages. These conditions, however, have been raised by the fact that there are more applicants than places. The age of admittance was 17, but has now been raised to 18 years. The instruction is free of cost.

The course of study extends over three years, to which a fourth (with complete liberty in the choice of subjects) can be added by those who wish to perfect themselves as teachers of some special subject. Terms, hours of attendance, hygienic conditions, etc., are equal to those of the higher schools. About twenty-five pupils are generally admitted every autumn.

The subjects of instruction in the first division are: Religion, Swedish, French, German or English, geography, history, mathematics, natural history and science, and pedagogics. In the second division, physiology and hygienics are taught also; geography is dropped; German and English, mathematics, with the exception of arithmetic, as well as the conversational classes in foreign languages, are optional. In the third division this is also the case with natural sciences, foreign languages, drawing, and singing. The pupil must, however, study either one language or natural sciences.

The instruction at the training college is adapted to what may prove of use to the future teacher. The courses of study are strictly limited, clearly defined, thoroughly mastered, and the teaching is very methodical. Great importance is attached to the correct writing and speaking of the Swedish language, as also to the pronunciation and grammar of foreign languages studied.

The practical training of pupils is brought about partly by listening to lessons in the model school and giving oral or written accounts of them, partly by exercises in questioning and narrating, and then by giving lessons in the model school.

The fourth course, with the purpose of training specialists, was not

established till 1891. In that course the pupil carries on private studies in one to three subjects under the direction of the teachers at the training college. These studies should be more independent and less limited than the preceding ones, which might be said to form a continuation of the systematic school studies. In some of the subjects passed by a pupil during the fourth course her knowledge is considered equal to that for a bachelor's degree.

Instruction is imparted by masters and bachelors of art, paid by the State, and at the same rate with teachers in the boys' schools. They also teach in the model school connected with the training college. Conversational classes in foreign languages are kept up by foreign ladies or persons who have spent a long time abroad. At the head of the training college is a head master and a head mistress. As the number of applicants is very large the establishment of another training college has been spoken of, but since the universities are now open to women there will most likely be no need of it.

THE EDUCATION OF WOMEN.1

In 1884 a commission of inquiry was appointed by the Government to examine into higher elementary education for girls and present a scheme for its improvement. This commission inquired carefully into the state of the schools, gathered copious statistics (presented to the public in the report of 1885) and worked out a plan for the higher edu cation of girls. This work, however, has not as yet led to any practical result, either in one way or the other.

The State has attended to the superior education of women by founding special female training colleges and by giving women the same rights as men in studying at the universities.

Women are excluded from the professional schools of Sweden (for engineering, shipbuilding, veterinary surgery, etc.), but the fine-art schools and those for sloyd and gymnastics are open to both sexes. Private industrial schools also exist.

The pedagogical influence exercised by woman upon the rising generation within the house may be said to have aided woman to find a new sphere of action outside her own home. As teachers, head mistresses of schools, members of school boards, lady inspectors, writers on pedagogies, etc., women have attained an influence which is steadily increasing. Woman's work also affects the higher education of her

own sex.

As a general observation it may be mentioned that the social position of a woman teacher in Sweden, be it as a governess or a school mistress, is a highly esteemed one. Daughters of higher officers in public service or otherwise, belonging to the best families, devote themselves to this noble calling. Many of the largest young ladies' colleges are founded and chiefly managed by ladies; and the number of lady teachers

As presented by the Swedish Ladies' Committee.

increases with every year. In 1889 women obtained the right of being chosen members of parochial school boards, which exercise their influence on the national schools. Miss Lilly Engström, teacher at the State Model School for Girls, was the first woman elected to this important function, and since then one lady after another has been chosen member of the board. The zeal shown by women in this new office has already been acknowledged.

Parents who do not wish to send their daughters to the national schools, and who want them to get a knowledge of foreign languages, either send them to the higher schools for girls or to private classes, or else have them taught at home by governesses. The latter expedient prevailed up to the middle of our century, and with families living in the country is still in general use.

In Göteborg a merchant, Mr. Kjellberg, founded a school for girls in 1826, and in Stockholm the historiographer, A. Fryxell, and J. O. Wallin, later archbishop, another in 1840. These schools are still in existence, and may be looked upon as the oldest girls' schools of Sweden, in which the course of study includes several modern languages, mathematics, and natural sciences. In the fourth and fifth decades of this century women themselves took the initiative in the direction mentioned, and Miss Cecilia Fryxell and Mrs. Jane Tengberg established schools in Westerås and Upsala, which have exercised great influence on female instruction in Sweden.

At the Riksdag of 1862 a subsidy was granted to a model school for girls in connection with the higher female training college founded the year before, which is the only school for girls that has a staff paid by the State. This school was soon enlarged to a college of eight classes, and became more or less a model for other schools, though this was done voluntarily and without any intervention of the State.

In Sweden there exist at the present moment about 124 higher schools for girls, which fall under two heads.

Endowed schools, with an annual State grant not exceeding 2,000 crowns (536), and which receive a certain number of free pupils. These schools are under the control of the State, but are at liberty to plan their instruction independently. These number 76. Then there are unendowed schools.

Schools of the two categories belong to parishes, associations, or private individuals. If district authorities contribute toward a girls' higher school, this generally involves the right of electing one or more members of the school board. In most of these girls' schools the board consists of men; at one school it is made up of women exclusively. Some schools have obtained donations from private individuals and societies, but as a rule they are supported by fees, varying between 50 and 200 crowns ($13.40 and $53) a year for each pupil.

In many places the location of the schools is far from satisfactory, especially when compared with the boys' colleges, which are built like