The Royal Library in Stockholm numbers 230,000 volumes, 7,800 MSS., and thousands of portfolios containing maps, engravings, etc. In 1892 there were 1,194 foreign works received and 13,162 from the Swedish press. The libraries of the universities number 220,000 vol. umes at Upsala, and 130,000 volumes at Lund; of late years they have received increased subsidies for purchase of new works, and have enlarged their reading rooms. The Academy of Sciences owns about 50,000 volumes. There are school libraries in Strengnäs, Vesterås, Skara, Linköping, and Vexjö. Popular and parish libraries are developing rapidly both in Stockholm and in rural parishes.

The museums and collections may be enumerated as follows: The National Museum in Stockholm, with 1,450 oil paintings, 100,000 engravings and sketches, 850 works of sculpture of marble and bronze, besides antique vases, terra-cottas, Egyptian antiquities, a historical division and a cabinet of medals; the Museum of Natural History, divided into six sections and under the supervision of the Royal Academy of Sciences in Stockholm; the Historical Museum of the University of Lund, with 10,000 objects on exhibition, the Stone Age being especially well represented; the Nordiska Museum, with its Scandinavian ethnographical collections; the College of Antiquities, which cares for manuscript antiquities, with special interpretation of Icelandic manuscripts concerning Scandinavian history; collections of art, historical portraits, etc., at the royal castles of Gripsholm and Drottningholm; important collections of natural objects at the Universities of Lund and Upsala, in Göteborg, and in many of the schools for secondary education.

The academies and learned societies include the Swedish Academy, established in 1786 for the purpose of giving the Swedish language a definite form, and which commenced "the dictionary of the Swedish language" in 1893-this dictionary to be completed in forty years; the Royal Academy of Sciences, established in 1739 by Linné and other scientists, and which has for its object the promotion of physical sciences and mathematics; the Royal Academy of Literature, History, and Antiquities, founded in 1753, and dealing largely with archæological matters; the Royal Academy of Fine Arts, founded in 1735, for the development of painting; the Royal Academy of Music, founded in 1771, which receives a governmental subsidy of $12,000, and $1,600 for encouraging composers, and which has a conservatory of music connected with it; the Royal Academy of Agriculture, and the Royal Military Academy, both described previously. The learned societies are: The Royal Society for Publishing Manuscripts Relating to Scandinavian History, founded in 1817 at Stockholm; the Royal Society of Sciences, in Upsala, founded 1710; the Royal Physiographical Society, at Lund, in 1778; the Royal Society of Sciences and Belles Lettres, at Göteborg, founded in 1778; and the Royal Naval Society, at Karlskrona, in 1771; the Society for Publi Swedish Medieval Literature, the Swedish

Society of Physicians, the Society of Apothecaries, the Pedagogical Society, the Society for Promoting Fine Arts, the AnthropologicalGeographical Society, which annually presents a medal to a geographi cal explorer; the Geological Society, and the professional unions at the universities.

SWEDISH GYMNASTICS.1

One of the most important adjuncts to education is conceded by the Swedish people to be that of gymnastics, and so many have been the adherents in Sweden and other countries to the system now in vogue as to give it the title of Swedish gymnastics. Training of this kind is obligatory in every school, and its influence is noticeable in the fine bearing of the Swedish children.

The Swedish system was founded by P. H. Ling (1777-1839), a patriot, gymnast, and poet, who was inspired with a desire to revive the ancestral spirit in the Swedish people by the help of sport and song, to draw out once more the great qualities, the strength, the courage, and the will, which, in old times, had distinguished the Scandinavian race. After a hard struggle he succeeded, in 1814, in founding the state institution, known as the Royal Central Gymnastic Institute, where all teachers of gymnastics throughout the country receive their training. To this establishment are due the uniformity and homogeneity which mark Swedish instruction in this subject. The institute has a threefold purpose: it teaches ordinary gymastics for pedagogic purposes, as well as military and medical gymnastics. A complete training in all three branches entails a course of three years. Ling's creative genius produced a system based on ordinary physiological laws, which was afterwards developed by his pupils and successors. The great end and aim of the system was general social education from a physical, moral, and disciplinary point of view. Its distinguishing qualities are simplicity, naturalness, and truth. Its exercises may be adapted to every individual disposition and measured so as to suit varying degrees of strength, even the sickly and deformed being able to take part, as special exercises are arranged for them. Daily exercises, according to the Swedish system, are intended to promote a symmetrical growth of the body, and only such movements permitted as, according to anatomical and physiological laws, would bring about this aim. Bodily health and a harmonious development are the end and aim of instruction in this branch. For this reason the movements are divided into classes according to their effect upon the human body, while the individual movements of each class are arranged in order of progression to follow the growing strength and proficiency of the pupil.

The same system is followed throughout the country in public and private schools alike, as well as in the army and navy. In the state schools, in which the teaching of gymnastics is required by law, the instruction is subject to the inspection of the Central Institute. The larger towns have gymnastic clubs and associations, which enable young men to continue their exercises after they have left school. These clubs are generally under the guidance of instructors who are graduates of the Central Institute, and, while the same system is followed as elsewhere, they often extend their practice to what may be called applied gymnastics, the object being to introduce a more sporting and recreative element and to obtain information as to the

'Information obtained from the article by Capt. V. Balck, Dr. A. Wide, and Dr. A. Levertin, as presented in "Swedish Catalogue 11, Statistics, 1893," prepared by Dr. Löpstrom for the World's Columbian Exposition in Chicago, 1893.

2 Gymnastikens Allmänna Grunder af Ling.

individual development and strength. Fencing, sword, and bayonet exercises are practiced in the army and navy and in the schools attached to both services, as well as in the amateur clubs of the larger towns. Fencing and sword exercises are taught in the higher grade public schools. Medical gymnastics and the art of massage have served to bring the Swedish system to the knowledge of the people of other countries. Of late years gymnastic associations for women have been formed, and among those especially to be noticed are the associations for women of the working classes.

The mode of treating diseases according to Ling is derived from and founded on his pedagogical system, and this special form of training is taught both in the Central Gymnastic Institute and the Gymnastic Orthopedic Institute (both in Stockholm), the latter a state institution since 1827. The course for the kinesipathistsembracing educational gymnastics also occupies a three years' period for men and two years for women; the requirements for admission being, for men, the prescribed course for matriculation at a university, and for women a corresponding high school examination. For physicians there is a twelve months' course. At the Gymnastic Orthopedic Institute physicians and medical students are instructed, special educational courses being held for this purpose in the autumn and spring. As about 30 persons can attend each course, every Swedish physician becomes versed in medical gymnastics. In addition to the two state institutions there are institutes for manual gymnastics in almost every town, and during the summer at every watering place in Sweden. Every kinesipathist who has passed his final examination and been acknowledged by the Royal Medical Board may open a kinesipathic institute in conjunction with a physician. The Swedish kinesitherapy, or movement cure, embraces active, passive, and so-called resisting movements; it embraces the usual massage treatment-massage being simply an integrate part of the movement cure. According to Ling's system it is more especially used in treating nervous disorders; it is also used by young people of weak development, who possibly can not endure educational gymnastics, and it is regarded as an excellent therapeutic agent.

To further develop the study of gymnastics there is the Scandinavian Gymnastic Instructors' Association, meeting monthly in Stockholm from September to May, when lectures and discussions are held in regard to all branches of gymnastics. Every two or three years there are also special meetings in Stockholm or some one of the towns of Sweden. The endeavor is made to bring about the development of national gymnastics as a science, and the organ of the associationTidskrift i Gymnastik-published since 1874, is an important factor in this matter.

GENERAL TREND OF EDUCATION.2

The following gleanings from periodicals serve to indicate the latest educational movements in Sweden. At date of November, 1891, the appointment of Mr. Gilljam as minister of ecclesiastical affairs was announced. He was for the usual ten years' period head teacher of the complete gymnasia of Stockholm and afterwards sat in the upper house. His natural bias is said to be in favor of classical studies rather than Reglemente för Gymnastik, Gymnastik-Reglemente.

2Svensk Läraretidning, 1892, 1893. Revue internationale de l'enseignement, 1891– 1893. Allgemeine deutsche Lehrerzeitung, 1892, 1893. Oesterreichische Schulbote,

the more modern branches, so that, in the reform movements appertaining to secondary education, the weight of his influence may be assumed to be against the modern-language movement. He, in cooperation with other members of the governing bodies, has the weal of the teacher at heart, so that his appointment as head of the educational department will be of benefit to that profession. Of the 375 members of the Storthing in 1891-92, six had formerly been teachers.

University examinations.-A reorganization of the system of examinations in Swedish universities was reported in the winter of 1891-'92: (1) Latin ceased to be an obligatory part of the examination for admittance to the faculties. (2) The number of obligatory studies was essentially reduced, and the candidates were allowed to choose. between certain special studies. (3) A curious custom had been permitted in connection with university examinations, namely, the so-called tentamina privata, or examination at the professor's house, the public examination be coming, then, a mere formality. Now, all examinations will be public and before a competent board of examiners.

Education of women.-For the secondary education of young girls the subsidies heretofore allotted were generally from the municipalities, and there were also donations from private individuals. But within a few years the Government has accorded assistance, and by request of the minister of ecclesiastical affairs (education being a division of this ministry) the subsidy now amounts to 70,000 to 100,000 crowns ($18,760 to $26,800). The committee which has ben engaged in discussing the subject of secondary education of girls, especially pointed out the need of hygienic regulations and the necessity of avoiding overpressure. It also stated that the course of study should be especially adapted to the special vocation of woman, and hence should include rules of hygiene and sanitation, and theoretical and practical lessons in domestic economy.

School organization.-On the 18th of June, 1892, was celebrated the anniversary of the establishment of the present system of education in Sweden. It owes its gradual development to the compulsory obligation and to that of free instruction, to the combined financial interest of State and local authorities, and to the fact that the State has taken measures to establish normal schools for the proper preparation of teachers. The whole country celebrated this auspicious event, and at Göteborg the rejoicing was especially manifest on account of the establishment of a university there.

Coeducation. An association was formed in the early part of 1893, with the object of establishing a coeducational school, on the American plan, in Stockholm. The intention is to employ the very best methods, to lay stress on developing individuality, to limit the number of recitations, to give practical instruction in skilled handiwork, and to have regular gymnastic training. The school is to include children between 6 and 16 years of age, and is to give training similar to that of

a burgher school. A higher division is to train for the higher educational institutions of Sweden. This nya samskola (new coeducational school) is to avoid what may be considered to be useless studies; it is to develop the self-reliance of the pupils; practical work and physical training are to take precedence of mere text-book instruction; the classes are to contain a limited number of pupils, and there is to be a gradual blending together of studies so as to form a complete whole. Whether a commencement has in reality been made is unknown to date of going to print.

Training of teachers.-At a meeting of normal-school directors in Stockholm in June, 1893, four questions were discussed: (1) Should there be any change in the statutes concerning the organization of normal schools, so far as the statutes relate to time required in military service? (2) Should there be any change in regard to examinations for graduation from the normals? (3) Should examinations for admittance be made more rigid? (4) Is a revision of the programme of study in the normals desirable, and to what extent?

The second question was answered in the negative. The third question called for lengthy discussion, and it was decided that in natural sciences, writing, and singing there should be no change; in arithmetic knowledge of common fractions should be the criterion; in geography that of Sweden, with a general oversight of European and universal geography; in history, more general questions as to knowledge of Swedish history. The fourth question was discussed even more fully, as follows: As far as religious instruction was concerned, it was decided that in the first class it should be from five to six hours a week, the reading of the history of the apostles should be placed in the third class, the letters to the apostles in the fourth class. Reading of select pieces from Swedish literature should come in the third class. Compositions, as a means of bringing about uniformity in the various seminaries, should be written (between eight and twelve of these each year) in the recitation rooms and not at home. The number of hours for the study of the mother tongue was decided upon as seven in the first class, five in the second class, four in the third and fourth classes. For arithmetic and geometry the number of hours was to be four in the first class, four in the second, three in the third, and two in the fourth class. Penmanship should be finished in the second class. History of pedagogy and methods should be taught in the third and fourth classes. The principles of composition should be taught in the fourth class. In connection with natural sciences, instruction in regard to anatomy and physiology should be finished in the first class; in the third and fourth classes the chemical properties of the body should be taught. In regard to military exercises it was not deemed advisable to increase the amount, but one-half hour's "turnen" would be required. The question of adding German to the curriculum was decided in the negative, as the programme was full without additional matter.

Teachers' institutes were held during the vacations (commencing in