The article discusses the origin and development of the school system on the territory of Vologda province in 1725-1917. In the second part of the study, the authors examine the development of the public education system from the end of the 1840 to 1864. In solving research problems, both general scientific methods (concretization and generalization) and traditional methods of historical analysis were used. The authors used the historical-situational method, which involves the study of historical facts in the context of the era in conjunction with the "neighboring" events and facts. Additionally, pre-revolutionary studies on the history of pedagogy, as well as modern Russian scientific literature, were brought in as materials. In conclusion, the authors noted that the system of public education in Vologda province from the late 1840s to 1864 continued to develop actively. At this time, the idea of teaching literacy to the younger generation begins to penetrate into the consciousness of the peasantry. As a result, not only a variety of educational institutions appears, but also ways of teaching children with the help of private hiring of teachers are becoming common. The first private public library appeared in the early 1860s and it also contributed to the spread of literacy. [For "Development of the School Education System in the Province of Vologda (1725-1917). Part 1," see EJ1212324.]