This paper examines the origination and development of the school education system in Vologda Governorate in the period 1725-1917. This part of the set covers the period 1900-1917. The authors drew upon a set of works covering pre-revolutionary pedagogy, as well as a pool of contemporary Russian scholarly literature. In conducting the research reported in this paper, the authors employed both general methods of research, including concretization and summarization, and traditional methods of historical analysis. Use was made of the historical-situational method to explore particular historical facts in the context of the era under study in conjunction with various neighboring events and facts. The authors conclude by noting that from 1900 to 1916 Vologda Governorate enjoyed a period of dynamic development in its public education sector, which had been facilitated by the nationwide process of preparation for the institution of compulsory education. The number of educational institutions in the region had reached as many as 2,000, with significant gains achieved in the quality of the education system as well. In addition to the focus on setting up new educational institutions, considerable attention was devoted to building new schools, ensuring better pay and working conditions for teachers, and preparing the region's teaching workforce. Despite the complex geographical conditions, namely the region's large relatively lowly populated land mass, the Ministry of Public Education had sought to institute compulsory primary education throughout Vologda Governorate by 1920. To do it justice, these plans were being systematically put into effect. As early as 1914, nearly 75 % of the region's school-age children attended school. The bulk of the region's out-of-school children were accounted for by peasant girls whose parents viewed education as being of little use to a female in the countryside. [For Part 3, see EJ1238518.]