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POPULAR EDUCATION.
287
Thus, during this period of five years there has been a considerable
increase in the expenses for education. The total costs per inhabitant
amounted in 1895 to 5-<u kronor, but in 1900 to 6-88 kronor; 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 considered in the above figures.
Of the costs for public education the State pays about 38 %, while
the school-districts, communities, and county councils grant 54 %.
Remaining 8 % are derived from the funds of the schools themselves,
from term fees, etc.
Regarding higher culture, Sweden was for a long time content to
follow in the footsteps of the leading nations of Europe. But during
the last centuries an independent Swedish conception has gradually
forced its way to one domain after another, and especially in our own
days this national work of enfranchisement is progressing with ever
growing strength. In most fields of literature, science, and art, Sweden
now occupies a respected position; and especially is this true regarding the
natural sciences.
Special chapters will treat of the work in literature, science, and art.
Earnest endeavours are made to promote culture among the lower classes of the
nation. People’s High-schools and »Labourers’ Institutes» work in the interest of a
broadened enlightenment, and libraries and collections of great value are being
gathered together. Yet, the real People’s Libraries are still in their infancy.
Among publications aiming to present in a popular form the results of scientific
research may be mentioned before others the cyclopaedia called Nordisk
Familjebok (1875/99), which in content as well as volume may fairly be compared
with most works of a similar kind published by greater nations. A new edition
of this work is under preparation.
1. popular education.
In Sweden, as in other countries, the education of the people was
originally purely traditional, every generation delivering orally its
collective experience to the one succeeding it. School instruction, properly
so called, belongs to a later stage, and in that stage, again, the Common
School is younger than the Classical School. Compulsory instruction
of the people began in Sweden with the ecclesiastical lata of 1686.
By this law, all children were compelled to acquire the rudiments of religion.
The parish clerk was to teach them to read and the clergy were to catechize
them; certain knowledge was especially required for permission to receive the
Sacrament and to contract marriage. Through these enactments reading became
already at that time in many parts quite a common accomplishment among the
people. The result, however, must have been rather irregular, as so much
depended on the personal influence of the clergyman.
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