THE PUBLIC EDUCATIONAL SYSTEM OF SWEDEN. 289 
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I am happy and proud to add, that in all my operations since March, 
(876, I have not had any mistake. even toa penny, nor the least complaint 
‘rom the parents. 
I could give you, ladies and gentlemen, my daily receipts since the 
veginning of the school savings bank, but I think you will be satisfied 
50 see the following statements : 
Total number of the depositing children : 
In the years 1880, 789 ; 1885, 1,160 ; 1892, 1,607. 
Sums put in by the depositing : 
In the years 1880, $12,032 ; 1885, $21,400 ; 1892, $28,663. 
Total sum of the books delivered : 
In the years 1880, 729 ; 1885, 1,056 ; 1892, 1,543. 
These numbers are sufficient to give an idea of the sums which, without 
she institution of the school savings bank. would have been wasted in 
1seless expenses. 
If, now, in view of the above proportions, you calculate what may be 
saved In every country in comparison with its wealth, you will see easily 
shat the school savings bank is an important thing, worthy of the great- 
2st encouragement. 
[ am obliged to add, that the school savings bank is used in France in 
schools of every grade—infant schools and primary schools, elementary 
schools and colleges—and that it shows everywhere excellent results. 
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THE PUBLIC EDUCATIONAL SYSTEM OF SWEDEN. 
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BY N. G. W. LAGERSTEDT, PH.D., TEACHER AT THE SECONDARY SCHOOL 
OF OSTERMALM. STOCKHOLM. SWEDEN. 
I wisH to call your attention to some points of the public educational 
system of my native country, Sweden. Since the small space of time 
aaturally allotted to each speaker does not allow much more than a very 
orief sketch of the chief features of this system, I shall confine myself to 
such a sketch and to a few points of more general interest. 
Education in Sweden is essentially a concern of the state. The state 
orovides the principal pecuniary means for it from her treasury; the local 
communities, however, support their primary schools with the aid of a 
subvention from the state. The government has the supervision and 
guidance of the lower as well as of the higher schools. A feature common 
co all the institutions of education is, that the instruction is essentially 
gratuitous. In the lower schools it is absolutely free. The pupils of the 
nigher schools and the students of the universities have to pay some very 
small fees. 
The public educational system of Sweden chiefly comprises three species