THE SCHOOL SYSTEM OF NORWAY

DAVID ALLEN ANDERSON, Ph.D.

RICHARD G. BADGER
THE GORHAM PRESS
BOSTON
Copyright, 1913, by Richard G. Badger
All rights reserved
The Gorham Press, Boston, U. S. A.

AUTHOR'S PREFACE

This account is a descriptive statement of the organization, management, operation, and efficiency of the public school system of Norway. The intent has been to consider only the more vital features, those essentials which definitely shape the products of educational endeavor. Many topics of interest have been touched but briefly while others have been omitted altogether. Some attention has been given to pointing out good qualities of the Norwegian schools and to indicating wherein we might improve our own.

The materials entering into the make-up of this dissertation were gathered during a summer and autumn devoted to travel and study in Norway. Much time was spent in study at the University Library in Christiania and still more in the visitation of schools. It was with pleasure that I availed myself of the opportunity to see the schools in operation. I observed recitations throughout the entire program of study in every grade from the kindergarten to the University. I also visited many special schools and other educational institutions both public and private. Further than this, I was benefited by frequent conferences with the leading educators of the country and by almost constant associations with schoolmen, patrons, and students. These personal investigations enabled me to become familiar with the spirit and work of the schools, and they furnish background for a large part of the content of this treatise. Since no adequate account of the schools of Norway is in print, the authority for this work has been gained chiefly from school laws, annual reports from the Department of Ecclesiastical and Educational Affairs (chiefly statistical), and the individual research referred to above.

It was my good fortune to be provided with official credentials as holder of a Traveling Fellowship for study in Norway from the State University of Iowa; a commission to study the school system of Norway from His Excellency, B. F. Carroll, the Governor of the State of Iowa; and a letter of introduction to Norway's educational executives from Hon. Elmer Ellsworth Brown, at that time Commissioner of Education for the United States. These credentials had the effect of intensifying the already superior courtesy and obliging disposition of the Norwegian officials and schoolmen, who gave me free access to every facility for the pursuance of my work within the state and voluntarily offered their cooperation whenever I might desire it. Their gracious exemplification of the spirit of brotherly kindness made my work among them a constant delight. I desire to express my gratitude to the Norwegians wherever I traveled for the rare cordiality characterizing my reception among them and to acknowledge my obligations to J. K. Qvigstad, chef for Kirk-og Undervisningsdepartmentet; Knut Johannes Hougen, byraachef for Undervisningsvaesen; A. H. Raeder, Undervisningsraadets formand; Johan Andreas Johnsen, Skoledirektoren i Kristiania stift; Otto Andreas Anderssen, Bestyrer og forstelaerer i det Paedagogiske Seminar for Laerere red hoiere Almenskoler, for valuable suggestions and careful reading and criticism of the entire work in manuscript; further to Iowa's Board of Education and the Graduate Faculty of the State University of Iowa for the appointment which made possible the investigation; to Professor F. E. Bolton, who first suggested that I make the study and who has constantly been to me a wise counsellor and a willing co-operator; and finally to my wife who, through all, has been both critic and companion.

David Allen Anderson.
The State University of Iowa,
Iowa City,
May, 1912.

REVIEWER'S PREFACE

Kristiania den 16 februar 1912.

Jeg har med stor fornoielse gjennemlaest Mr. David A. Andersons fremstilling av Norges Undervisningsvaesen og fundet den i all vaesentlige ting korrekt, fuldstaendig og oplysende. Gjennem personlig iagttagelse, samtale med kompetente maend og studium av den vigtigste litteratur er det lykkes forfatteren at danne sig en klar og noiagtig forestilling om de norske skolers ordning og saeregne arbeidsformer i deres historiske tilblivelse og nuvaerende vilkaar. Hans reflektioner og domme vedner om paedagogiske indsight og uavhaengig opfatning. Det er mulig at han nu og da er noget tilboielig til at domme vel gunstig om vore skoleinstitutioners effektivitet og vort folks interesse og offervillighed for at gjorc denne saa stor some mulig, men dette for haenge sammen med at han ser tingene mot en bakgrund av amerikanske forhold, som han onsker reformeret.

Jeg har ikke havt anledning til at kontrollere i det enkelte de statistiske opgaver forfatteren meddeler, men da disse er hentet ut fra officielle kilder tviler jeg ikke paa at de er rigtige.

Professor dr Otto Anderssen,
Principal of the Pedagogical Seminary annexed to the
University of Christiania.

REVIEWER'S PREFACE

(Translation)

Christiania, February 16, 1912.

I have, with great pleasure, read through Mr. David A. Anderson's presentation of Norway's school system and found it in all essentials correct, complete and illuminating. Through personal observation, conversation with competent men and study of the most important literature, the author has succeeded in getting a clear and exact view of the Norwegian school methods and characteristic forms of work in their historical development and present condition. His reflections and judgments testify to pedagogical insight and independence of views. It may be that now and then he is somewhat inclined to judge too favorably as to the efficiency of our institutions and the interest of our people and their readiness to sacrifice in order to make this efficiency as high as possible, but this may be due to the fact that he views it against a background of American conditions, which he desires to improve.

I have not taken occasion to verify in detail the statistical tables the author includes, but since they have been gathered from official sources I do not doubt that they are correct.

Professor Dr. Otto Anderssen,
Principal of the Pedagogical Seminary, affiliated with
the University of Christiania.

EDITOR'S PREFACE

The most pressing problems of education at the present time are those of organization and administration of educational forces. Problems of method of instruction though important are entirely subsidiary, for if all the people can be aroused to a desire for education and then be shown ways and means of attaining it the very desire for education will be the most important factor in learning.

No means of studying questions of organization and administration are so valuable as the comparative. Various studies of education in foreign countries have been made, but there still exists a need for many more investigations. Norway has furnished a great many illustrious statesmen, scientists and literary masters, and is also a country abounding in men of a high type of valor, physical prowess, honesty and industry, and consequently the educational ideals and practices which prevail there should be worthy of most careful consideration. Heretofore, only fragmentary accounts of Norway's educational system have been available in the English language. At the writer's suggestion, Mr. Anderson made a trip abroad for the purpose of studying the system at first hand. His intimate acquaintance with the language was a prime essential in acquiring an understanding through observation and reading. That he has made an accurate interpretation is attested by the foreword of one of Norway's eminent scholars and that he has made an interesting account will be conceded by all who peruse the pages. It is hoped that many more studies of a similar nature will follow in the near future.

Frederick E. Bolton,
State University of Washington,
Seattle, April 8, 1913.

CONTENTS

Chapter I
Background and Organization
I. Introduction [19]
1. History of Norway (brief sketch) [19]
2. Geographical features [22]
3. National characteristics, aims and ideals [25]
II. Differentiation of Schools [28]
1. Primary school—rural and city [28]
2. Secondary [30]
3. The University and other schools [32]
III. Distribution of Schools and Pupils [34]
1. Primary—rural and city [34]
2. Secondary—middle school and gymnasium [41]
3. Teachers' Seminaries [41]
4. The University [41]
5. Private schools [43]
IV. Pupils [44]
1. Age in primary schools, secondary schools and teachers' seminaries 44
2. Comparisons with America in equipment and time spent in school [50]
3. Specialization [51]
V. Organization—Relation to state, commune and city [51]
1. The state department and its divisions [51]
2. Units of organization [53]
3. The school board and school committees [56]
4. City superintendent (Inspector) and ward principles (Overlaererer) [60]
5. Private citizens a factor [61]
6. Financial support of schools [62]
VI. Buildings and Grounds [64]
1. General character of buildings [64]
2. Equipment [64]
3. Playgrounds [69]
4. Homes for principals and teachers [70]
VII. General Features of Inner Organization [71]
1. The teaching staff [71]
2. Plan of instruction [72]
3. Gymnastics [74]
4. Lunches [75]
5. School discipline [76]
6. Attendance [77]
7. Health [77]
Chapter II
Teachers
I. Qualification and Certification of Teachers [79]
1. General situation and tendencies [79]
2. Special teachers [80]
II. Training of Teachers [81]
1. Introductory [81]
2. Seminaries—establishment and work [83]
III. Teachers' Official Titles [85]
1. In the several schools—significance [85]
IV. Teachers' Tenure of Office [86]
1. Positions—Permanent and temporary [87]
2. Comparisons with conditions in America [89]
3. Changes in teaching staff (with tables) [89]
V. Teachers' Salaries [91]
1. General statement [91]
2. Additional benefits [92]
3. Schedules (with tables) [94]
Chapter III
Courses of Study in State Schools
I. Introductory—Rise, development, and present
form of the curriculum [96]
1. Origin and evolution of the course of study [96]
a. The early schools; their work, influence, and development in Norway 97
2. Three sections of schools [99]
II. The Primary School [101]
1. Rural and city [101]
2. Schedules of courses [104]
a. Comparisons [106]
b. Subjects emphasized [107]
3. Outline of subjects of instruction [108]
a. Religion [108]
b. Norwegian [118]
c. Mathematics [125]
d. Geography [129]
e. History [134]
f. Nature study [139]
g. Other subjects: writing and drawing, vocal music, manual training, gymnastics [146]
III. The Middle School [149]
1. Its standard, aim, and method [149]
2. Outline of subjects of instruction [151]
IV. The Gymnasium [162]
1. Outline of subjects of instruction [162]
Chapter IV
Interpretative Conclusions
1. The people and their ideals [181]
2. Facilities for education [184]
3. Directing authority and management of schools [187]
4. Teachers' training [191]
5. The teacher's life [195]
6. The curriculum [197]
a. Religious instruction and education [198]
b. The classics [201]
c. Physical culture [204]
d. Vocal music [206]
7. Lines of instruction in the gymnasium [207]
8. Co-education [210]
9. The school year [214]
10. School lunches [215]
11. Comparative attainments [217]
12. Methods of instruction [220]
13. Continuity of effort [222]
Bibliography [225]
Index [229]

THE SCHOOL SYSTEM OF NORWAY

Chapter I

BACKGROUND AND ORGANIZATION

I. INTRODUCTION

The history of mankind in Norway covers a period of at least five thousand years and includes a great variety of interesting incidents and conditions. The accounts of the earlier ages may be read only in archaeological formations, while for more recent times, these silent records are supplemented and enriched by traditions. All such accounts are of deep interest and significance but only in a measure reliable. We have no really authentic information regarding Norway's political history until the reign of Harald the Fair Haired (860-930). We do know, however, that, previous to his establishment of the sovereign state of Norway in 872, the people had known only the rule of numerous petty, warring earls and kings. Besides this, the entire country had been subjected to the devastations of the vikings. These sea robbers were the terror of all the coast countries in western Europe and the British Isles until about the year 900 when sea robbery at home was abolished, and the Norsemen became colonizers, migrating to surrounding islands, the west and south of Europe, and probably America. Now when piracy began to decline the people rose to a higher plane of living, and the prosperity attained through peace and industry was found to be the more desirable. A long succession of kings, some good and some evil, ruled the land. Paganism was gradually overcome, and about the year 1,000 Christianity was established.

From this time on, for several centuries, the country experienced only moderate visible progress though large gains were made in potential powers. In 1381, Norway entered into a union with Denmark and remained in large measure subject to her power until 1814. This period of more than four hundred years was a season of little good and of great hardships to the people. Their development received little attention, the resources of the country and the cause of education were neglected, and the masses were not recognized in a way that would tend to their enlightenment and progress. The entire nation suffered from international difficulties as well as from oppression at home. Conditions remained unimproved and the latent powers of the people, which had been accumulating for generations, found no adequate means for expression.

When in 1814 the treaty of Kiel, sanctioned by the European powers, forced Norway into an unwilling union with Sweden, the Norwegians revolted; and, in their attempt to liberate themselves, adopted a constitution for their government.[1] Their revolt created ill feelings on the part of the Swedes while the demands for complete sovereignty by Sweden were resented by the Norwegians. The adoption of this constitution by the people of Norway and their standing so tenaciously for its recognition are manifestations of the spirit which had been developing among them for centuries. They believed that they were being imposed upon and stood firm for their rights. They had felt the crushing hand of foreign rule, they had observed the benefits of independence, they had developed confidence in their own powers, and now they were converted to the idea that the time for home rule was upon them. Civil liberty was their dream. State rights came to be demanded. Their time to act in a decisive manner had come. The people had grown into a nation deserving and in need of larger powers, and their best advancement was in great measure dependent upon the exercise of these powers. Conditions then justified their demands and Sweden, appreciating the situation, yielded, acknowledged the independence of Norway, and agreed to govern in accordance with the newly adopted constitution. On the other hand, Norway acceded to the demands of Sweden in accepting the King of Sweden as theirs also.

Now for nearly one hundred years this union was maintained. Comparative peace and prosperity prevailed and the outlook seemed favorable for both nations. Sweden profited because of the new relations, and Norway gained in strength and power through her experience in individual initiative and governmental duties generally. While the relations between the two countries were in the main friendly, on various occasions Norway felt that her rights were not always respected. The people craved larger privileges, more recognition among the nations of the world, and the exercise of greater authority. The functioning of capacities that had long lain dormant revealed to her the powers that were still latent. Norway became eager for absolute independence and these feelings rose to larger and larger proportions until desires became demands. All the people were ready and offered their services, their fortunes (whether large or scant), and their lives in the cause of freedom. Finally, formally, and without bloodshed, the bonds uniting the two countries were severed in 1905 and Norway became an independent nation.

Having briefly sketched the history of the country let us now turn our attention to its geography. Norway, as we all know, lies in the northwestern part of Europe, and measures over one thousand one hundred miles from north to south and from two hundred to nearly five hundred miles from east to west. Politically it is divided into eighteen counties (Amter) and the cities of Christiania and Bergen. These counties are subdivided into six hundred sixty-six townships or communes (Kommuner) which are again divided into school districts or circles (Kredser) numbering in all five thousand nine hundred seventy.[2]

The area is approximately one hundred and twenty-five thousand square miles. Nearly all of it is made up of mountains which have no regularity in distribution, a large portion of them being merely heaps of barren rock thrown up in conglomerate masses. The valleys are as numerous and irregular as the mountains. In them are lakes, rivers, and waterfalls, their waters pure and clear as crystal. The lakes differ greatly in outline and size. The rivers in their windings dash furiously through precipitous, rugged, rocky channels, or glide murmuringly through quiet valleys until they reach the fjords which appear like huge arms of the sea, reaching deep into the earth and extending far inland. The waterfalls vary from mere threads tinkling into tiny pools to great torrents gushing over dizzy precipices. Viewed in combination these features present an infinite variety of exquisitely beautiful scenes.

The climate of Norway is greatly diversified owing to the wide range in latitude and the influence of the Gulf stream. In the northern part and on the highest mountains there are vast fields of snow during the entire year, while in some of the sheltered portions along the western coast, the climate is well adapted to the cultivation of some of the tropical plants. It is, of course, essential that all plants that are cultivated be of rapid growth and of quick maturity, since their seasons are quite short. The atmospheric conditions are excelled nowhere. Few locations on the earth enjoy such freshness or provide so much mental and physical invigoration. Just the joy of living is more than recompense for all one's expense and trouble in going for a season into this summer home or nature.

Being situated so far to the north the days of summer are very long while those of winter are extremely short. This is noticeable even in the southern part of the country, and as one goes farther north it is more and more striking until upon reaching the arctic circle the summer traveler has the unique experience of seeing the sun at midnight. It is visible for weeks or months at a time, according to whether one is near the circle or farther toward the pole. For corresponding periods during the winter seasons the sun does not appear at all. It should not be inferred that these sunless days are intensely dark and gloomy. On the contrary, they, as well as the midnight sun, have fascinations peculiar to themselves and are of deep interest, especially to the novice in that latitude. The glitter of the stars, the glow of the moon, and the palpitating brilliance of the northern lights, combine with the light reflected from the vast snow fields and compensate in part for the absence of the direct rays from the sun.

The industries and occupations of the Norwegians are dependent in large measure upon environing conditions. Nearly one-fourth of the country is covered with a heavy growth of timber; hence, lumbering affords a large part of the most profitable employment. Much of the mountainous land can be used only for pasturage and, as a result, dairying claims considerable attention. Only a very small portion of the area (about four per cent) is suitable for agriculture and owing to this limitation of opportunity, comparatively few of the people are farmers. Their numerous fisheries supply cargoes, and train loads of fresh and cured fish to the markets of the world. Fishing is, in fact, one of the most important industries, and a large percentage of the wage earners of the country engage in it. Since the bulk of their travel and transportation is by water, a great many become sailors. A certain amount of manufacturing also is done, and this provides another means of earning a livelihood. The fact that nearly all of the people are gathered into cities, towns, and settlements along the coast, is explained by a consideration of the activities and conditions herein set forth.

The people of Norway are large of stature, vigorous, and alert in mind and body. They have ever been undaunted in their efforts to overcome the great, natural barriers to progress and to secure what they believed would be for their well-being. Toiling patiently and persistently, suffering hardships on land and perils at sea, they have developed the well-known characteristics of their sturdy race. The long, rigorous winters taught the people to provide amply for the needs of the future, and they learned also the economy of making every endeavor count for permanency. It has been and is still their aim and intent to so direct their efforts that their citizens may experience and enjoy not only in the present the best conditions made possible by the world's highest attainments, but that later generations also may reap valuable benefits therefrom. They realize that it is easily possible for today's provisions to supply the best for the present, and at the same time to bless tomorrow and the next day and all the coming years.

The Norwegians are as democratic in mind and disposition as any people of the earth. They demand that the masses shall receive whatever benefit may come from prosperity at home, from their relations with other nations, or from legislation. They advocate further that right now is the time to increase opportunities, to multiply privileges, to raise standards of living, and to insure through conservative action a substantial basis on which the coming generations may safely build. In accord with their aims and ideals they study the questions of education, labor and capital, and many others of vital interest to the people. They seek out sources, eliminating the undesirable and cultivating those of favorable growth and fruitage. Recognizing their own resourcefulness and ability, the Norsemen strive to gain for themselves and for their descendants material prosperity and true culture. To these ends they foster educational advantages for all, the development of the arts and sciences, and the elevation of labor.

Educationally, they have ever been desirous of providing the best possible advantages. During the latter part of the nineteenth century and the few years of the present one, they have been in a position to put into execution a number of advance ideas which they have done without hesitation. Being observant of what other nations provide they have been ready to select from various sources whatever good they found, to eliminate any undesirable features which revealed themselves, and to strengthen the weaker points. Though they have been forced by conditions to assume and maintain a conservative attitude toward every new project or attempt at reform, they have been also too democratic to permit tradition or precedent to bind them down or to hinder them in making changes in their school system, which they were convinced by experience or study would be for their good. In harmony with this they have been eager to make revisions where necessary; to introduce new features, which had been tested at home or abroad and found successful; and to cast aside relics of the past, unnecessary phases of work, and those things which might be supplanted by materials of superior advantage or value to the people served. They have become habituated to examining the new from every conceivable viewpoint, to finding its foundations, to testing its values, and to weighing its effects. When a thing has been thoroughly studied it is accepted or rejected according to whether it is adjudged desirable or undesirable for their use under existing conditions. In their effort to answer the demands of the people and to supply their needs, schools have been established according to local requirements. That is to say, every community enjoys school advantages, and every child in the entire state is privileged to receive instruction for a certain number of weeks each year at the expense of the state. All children are required to attend the schools of the state at least twelve weeks each year for seven years, or to receive instruction elsewhere which is equivalent to the amount required. In the more populous places higher schools also are provided for those who desire to take advantage of the opportunities afforded in them.

II. DIFFERENTIATION OF SCHOOLS.

It was early recognized by the Norwegians that through the means of education, better than any other way, they could develop a people qualified to pursue the arts, to cultivate the sciences, to appreciate and enjoy the highest culture, and to maintain and develop their noblest ideals of citizenship and richest conceptions of statehood. Having these objects in mind they endeavored to establish schools of instruction and training along every legitimate line. Beginning with the most essential they worked unceasingly, providing additional worthy kinds of instruction as rapidly as possible, until their efforts resulted in their present school system.

Perhaps the most important feature of their work was the establishment of primary schools, which furnish general education. These schools provide seven years of elementary instruction for children between the ages of seven and fourteen years, and are literally the people's schools (Folkeskoler). The law requires that pupils must be regular in attendance, and that parents, who fail to have their children in school in harmony with the provisions of the law, be fined according to the seriousness and extent of the offense. It is further provided that these schools shall be in operation for at least twelve weeks in the year, and that this time may be extended according to local demands or needs. As a matter of fact, nearly all of them in the cities and many of them in the country operate forty weeks per year. As a consequence of liberal provisions and enforced regulations, Norway has achieved an eminent place educationally among the nations of the world.

In the rural sections primary schools are held in comfortable, well equipped, and conveniently located schoolhouses and are taught by competent teachers who live near by in homes provided for them. In a few remote, rugged sections of the country, where children are few and scattering or where locations accessible to all cannot be found, they have no fixed schools, but instead what are termed ambulatory schools (Omgangskoler). There are no schoolhouses in these districts but the officials designate certain houses[3] as the places where children go at stated times to receive instruction. The teacher meets the children of the neighborhood in a given home and teaches them for a specified time, passes to the next designated place, and continues until his rounds are completed. Formerly, a very large number of these schools existed, but as roadways were extended or improved and the people became able to erect and maintain schoolhouses, the demand for ambulatory schools decreased until now nearly all of them are supplanted by fixed schools. In 1837, ninety-two per cent of the children attending school in the country were taught in ambulatory schools, while in 1907 this was the case with less than one per cent of them.

In all the cities and towns excellent educational advantages are provided. Usually their school year consists of forty weeks of six days each. Every provision is made for the welfare of the children; excellent instructors are secured, and the equipment for teaching purposes is of the best procurable. Furthermore, no pains are spared in guarding the children from physical discomfort and immoral conditions or associations.

Simultaneously with the development of the elementary schools secondary education moved along advance lines. In 1814, when Norway became an independent state there were but four of the higher classical (laerde) schools within her borders. These were the historic cathedral schools (Kathedralskoler) which had been established for centuries. As time passed, other secondary schools were organized. Higher education was reorganized in 1869 and again in 1896, when by act of the Storthing secondary education was made to include the middle school and the gymnasium. The enactment defines these schools and states their aim as follows: "The middle school is a school for children, which, in union with the primary school, gives its pupils a complete, thorough, general education, adapted to the receptivity of childhood. The gymnasium is a school for young people, which on the foundation of the middle school, leads on to a complete, higher, general education, which may also serve as a basis for scientific studies. Both middle school and gymnasium shall contribute to the religions and moral training of the pupils, and it should also be their common aim to develop the pupils both mentally and physically into competent young people."[4] The act requires that the middle school shall be no longer than four years, and that the gymnasial courses shall be of three years' duration.

The gymnasia of Norway take up the work where the middle schools leave off, and provide three years of instruction which concludes with the examen artium. The passing of this examination entitles the individual to become a student in the university. Previous to the time of entering the gymnasium the subjects of instruction are uniform for all; here they branch into two or three lines, any one of which may be selected by the pupil and followed to its completion. The main divisions of the work are represented in the names of the courses—the Real and the Linguistic-Historical. The latter of these is again divided in some schools, one of its two lines including Latin. The Real course of instruction is largely scientific while the Linguistic-Historical, true to its name, embodies a large amount of language and history. In case the course including Latin is offered, Latin replaces some of the work in modern languages and history.

The middle school, then, is the second step in the educational ladder and builds upon the work previously done in the primary school. No middle school is privileged to include work lower down than the sixth grade. In other words, the primary schools are the only ones which are authorized to present the work of the first five grades or years of school instruction. The courses of study are so arranged that a child may pass from the primary school after completing the fifth grade and enter directly upon the studies in the regular four year course of the middle school. On the other hand a pupil may continue in the primary school until its completion—seven years—and then enter a middle school and finish its requirements in three years. While nearly all middle schools present a four year course there are a few which offer only three years of instruction. In order to enter these latter schools the child must have finished the seven years of instruction in the primary schools. Middle schools are under the inspection of state officials and a uniform standard of work is required of all of them. The middle school examination which marks the completion of the middle school course is exactly the same for all pupils in the state. In any given year all who take the examinations write on exactly the same questions on a specified hour of a certain day.

The Royal Frederik University, established by King Frederik in 1811, furnishes the summit of educational endeavor. Its five faculties—(1) theology, (2) law, (3) medicine, (4) mathematics and science, and (5) history and philosophy—represent the best products of the country and maintain standards of efficiency paralleling the achievements of the day. Besides the five faculties already mentioned there are (1) The Practical Theological Seminary for the training of ministers and (2) The Pedagogical Seminary (affiliated) for special training of teachers. Through the endeavors of the faculties and seminaries enumerated, the necessary professions, scientific organizations, and philosophic societies are supplied with men of eminent qualifications. The state also is supplied from the same source with individuals capable of attending to the affairs of state in a dignified and competent manner.

To aid prospective teachers and to maintain high professional standards, Norway early established a Teachers' Seminary in each of its six dioceses (Stifter). Having made this ample provision for the training of teachers, they were in a position to require a certain amount of professional preparation of all candidates for appointment to teaching positions. Adherence to this laudable principle has saved the state from an overflow of incompetent instructors. While requirements were very low for a long time, the increasing supply of qualified candidates for positions warranted successive shiftings of them to higher and higher standards. At present, the teachers of Norway, as a body, rank among the best in educational equipment, professional training, and morality.

Technical, agricultural, military, and naval schools have been established in order to keep pace with the world's developments along these lines. The technical school in Trondhjem opened in 1910, sets the requirements for admission as high as those at the university. Its work promises to be of unquestioned quality and its prospects are very bright. The students at this school come chiefly from the scientific course offered in the gymnasia or from the several preparatory technical schools of Norway. There are many of these lower technical schools doing excellent work and some of them are modeled after American schools. The work of the agricultural college and of the military and naval schools is more or less technical along their respective lines and meets certain requirements not elsewhere provided for. When one notes the variety of schools maintained by the Norwegian state, it is evident that it is the intent to provide for its citizens a very wide range of educational advantages, and at the same time to develop the capacities of young people until they are able to perform the offices of state and nation.

III. DISTRIBUTION OF SCHOOLS AND PUPILS

The laws of Norway are specific in their requirements regarding education, and the people are at hand to provide the essential means for carrying out the demands. It is required that in each city or district in the entire realm there shall be the necessary number of schools to provide instruction for all children of school age. This is in answer to the law which makes a requirement of a certain minimum amount of education of all such children.

The primary schools are distributed in the cities, villages, and rural communes to suit the convenience of pupils attending. Other and higher schools are provided where most needed. As is true everywhere the bulk of work is done in the primary schools. Rural and city schools have their own laws and government, and are admirably adapted to the needs of their respective constituencies. As would be expected, the rural schools and the pupils attending them far outnumber those in the cities and towns. There are in the country five thousand, nine hundred and seventy schools attended by two hundred seventy-five thousand, one hundred and fifty-five pupils, while there are but sixty-one city school systems having an enrollment of ninety thousand, one hundred and twenty-nine pupils.[5] It is seen that there are about three times as many pupils in the rural primary schools as are found in the city primary schools. The distribution and care of the city school pupils are, however, much larger tasks than providing for those in the rural sections. In order to show conditions in a given city we insert Table I which indicates the number of classes and pupils in the several grades in the nineteen primary schools of Christiania, and also gives the totals for the entire city. Boys and girls attend the same school, but in this particular city they are generally separated into different rooms where they are taught by themselves. The schools are co-educational but not generally coinstructional. As the table will show, some of them are coinstructional through a part of the course while only one follows this plan throughout its work.

TABLE I

Pupils in the Primary Schools of Christiania in the month of April, 1908

NUMBER OF CLASSES AND PUPILS IN THEM

Cl.—Class.
Pu.—Pupils.
1.—Classes made up of children requiring individual attention.

In addition to the special features in this table, to which we have already called attention, it may be observed that the total number of boys', girls', and co-educational classes; the total number of boys and of girls in attendance at each school; and the average number of pupils per class in each school are also included.

The law limits the number of pupils in a class to thirty-five, except temporarily or in case of stringency in financial conditions, and in no case must there be more than forty.[6] It is seen in the table that the average is above thirty-five in all but one school, but it has been exceedingly difficult in the rapidly growing city of Christiania to avoid congestion in the schools. In only one of the nineteen schools does the general average come within the rule. If they plead economic stringency then the averages of all fall within the limits.

Now a large percentage of children continue their education after the completion of the elementary course. In 1907, there were nine thousand, eight hundred and ninety-five pupils in the accredited middle schools,[7] and one thousand, five hundred and ninety-three in the gymnasia. About eighteen thousand others attended non-accredited secondary schools and those of still lower standards—evening schools, continuation schools, and various preparatory schools. Approximately two thousand were in technical schools and about one thousand in teachers' seminaries. Nearly every town of any considerable consequence has a middle school where pupils from the town and surrounding territory may receive its benefits. The larger cities have, in addition to a liberal supply of middle schools, one or more gymnasia, according to their size. The gymnasia draw from a wider territory than do the middle schools because they are fewer and farther apart.

In addition to the six teachers' seminaries maintained by the state, there are four private ones—ten in all. Table II indicates the aggregate attendance at these institutions and the number of those who passed the advanced examinations during the years designated.

The university, of course, draws its students from all over the State. It has an attendance of one thousand, three hundred or more, about five hundred and fifty of whom are annually enrolled direct from the gymnasia. These students represent the best products of the country and generally they work with earnestness and zeal.

TABLE II

Table Giving Attendance at Teachers' Seminaries and the Number Passing Advanced Examinations.

Private schools have played an important role in Norway. They have had a long and interesting history. A number of them do part or all of the work represented by the state primary and secondary schools and teachers' seminaries. Most of them are located in the larger cities and receive recognition and patronage from some of the best homes in the land. Their influence upon education generally has been wholesome. The valuable and attractive features introduced by them have operated like spurs on those under state direction. The cooperative activity which has characterized the relationship between the two kinds of schools has resulted in the betterment of both and in the rapid advancement of educational ideals and activities throughout the state.

There are, of course, some fundamental differences existing between them. The private schools charge a regular tuition in every grade of primary and secondary work. The state primary schools are free and the tuition in its secondary schools is less than that charged in the private schools. It is self-evident that private schools are dependent upon tuition receipts for both running expenses and profits, while the state and communal schools are supported largely by public taxation.[8] Paralleling so nearly the work of the state schools, yet being more expensive, the private schools have been under the necessity of offering certain inducements in order to secure pupils. They have been made attractive in location, in buildings, in equipment, in the personnel of their faculties, and in other ways, and their efforts have been richly rewarded as a rule.

All classes of schools are subject to state regulations and inspection. Certain definite requirements must be met before a private school may even begin to operate, and still higher standards must be maintained in order for the work to be accredited by the state. Standards of excellence are naturally set by state schools and the requirements fixed by the state inhibit the starting of inferior schools under the pretense of offering something "just as good." During recent years some of the private schools—those well-known and respected because of the nature of work and high standards of excellence maintained—have been given special recognition by the state, and a few of them receive annuities. When advancement in nature or improvement in quality of school work is rewarded by increase in patronage from the state, zest is furnished in the contest for first recognition.

Though the history of the rise, development and influence of the private schools of Norway, together with a discussion of their present status and worth, might furnish an interesting chapter, it becomes necessary to let this slight mention suffice and to confine this work to a treatise of the schools instituted and directed by the state. It may be added, however, that the work of the accredited private schools equals in quality and receives the same recognition as that done in state schools. For example, all graduates from the private gymnasia pass the same examinations for artium as those who complete the work of the state gymnasia and enter the university on exactly the same footing.

IV. PUPILS

The compulsory school laws which operate in Norway determine the age (seven years) at which children shall enter school and the regularity of their attendance. With this in mind, it is readily understood that as a rule each class marches steadily forward, one grade each year, until the completion of the school life. As a consequence there is but little variation in the ages of pupils doing the work of any certain grade, and the proportion of pupils of normal age in the several grades is very large. In order to illustrate definitely, a concrete situation is presented in Table III, which shows the exact conditions existing at a certain time in one of their representative cities.

TABLE III [Transcriber note: table split to fit]

Table showing the age of pupils on April 30, 1908, in the several grades, also the number in each Grade and relation to normal age.

1. Primary schools of Kristiana exclusive of schools for abnormal children.
2. Classes requiring special individual attention.

This table speaks for itself and needs no explanation. It is worthy of note, however, that in comparatively few instances do the ages vary more than two or three years, and that six years is the widest difference in age to be found among all the pupils of any given grade of work. Furthermore, we call attention to the fact that those above normal age in no year aggregated as much as ten per cent of the entire number in attendance. 10.1 per cent represents the entire number outside the normal age—those above plus those below—for the year 1908. During the three former years the percentage was still smaller. The reduction in numbers of pupils in the sixth and seventh grades is due in large part to the fact that so many pass from the fifth grade into the middle school.

The same conditions of uniformity exist in the secondary schools. Having entered at the age of seven and having spent five or more years in the primary school, the pupils upon entrance to the middle school are generally twelve or more years old. In some middle schools the average age of those entering will at times be less than twelve years. This latter condition is usually due to some local situation or rule regarding age at entrance upon school work. In order to follow the age question to nearer its limits we will present Table IV.

TABLE IV

Table showing the ages of pupils in State and Communal Secondary Schools.

[Note A: State secondary school.]

[Note B: Communal secondary schools.]

[Note C: Age in years and months.]

Attention is called to the step from the last year in the middle school to the first year in the gymnasium. In several instances there is considerably less than a year of difference in age. This is but another illustration of the tendencies of the sifting that goes on in the natural process of selecting the fittest. Those of keenest intellect are the ones who reach a specific requirement in least time and then proceed in the pursuit of advance education. The ones sifted out are more generally those whose advance has been more difficult, or those who have lagged behind others of their own age. The absence of these tends to lower the average age in the succeeding grade. Similar conditions in emphasized form are in evidence when we study the ages of those who enter the university from year to year. While the ages of those just entering the third and final year of the gymnasium are on the average more than eighteen, the ones who enter the university the following year in September average nineteen years of age or a little less.

In addition to the tables showing the ages of pupils throughout the several grades of preparatory and secondary education, the following one is inserted to show the average age of those in attendance at four of the teachers' seminaries. The advance in age with advance of grade is not as regular here as in the other schools.

TABLE V

Table Showing Age of Pupils in the Teachers' Seminaries at the Beginning of the Year, 1906-7.

[Note A: Age in years and months.]

There is not as close correspondence between age or grade and scholarship in the seminaries as we find in the other schools. The greater variation is due to several causes, among them are the following: (1) The law requires that a teacher must be at least twenty years of age.[9] (2) The previous education of those in attendance varies greatly. Many are desirous of getting as thorough and complete preparation as their circumstances admit, while others are seemingly anxious to enter on the lowest standard admissible. (3) Teachers who are eager to improve their qualifications frequently return to the seminary after a few years of teaching experience in order to complete the course and prepare for the better class of positions.

Comparisons between the educational equipment of the American youth and that of his Norwegian cousin at any given age are exceedingly difficult to make. We have not yet established any specific units or norms by which education may be measured. We can make neither definite nor satisfactory quantitative or qualitative measurements of accomplishment. However, a careful analysis of the respective courses of study, the qualification of teachers, and plans of work, supported by the testimony of those who have been teachers in both countries, seems to warrant the statement that the completion of the gymnasial course of study in Norway is comparable to the completion of the sophomore year of work in our American colleges and universities. The average age of students is about the same in both instances.

The American children spend a less portion of the year in school than do the children in Norway. While in our schools we generally have but thirty-six weeks of five days each in a year, inclusive of all regular and special holidays, the schools of Norway are in operation forty weeks of six days each, exclusive of holidays. Leaving out any consideration of holidays, the American school year usually amounts to one hundred eighty days, while in Norway they have two hundred and forty days of school. In other words, eight years of primary school and four years of high school in America represent only three-fourths as many days of instruction and study as are included in five years of primary school, four years of middle school, and three years of gymnasium in Norway. That is to say, to provide the same number of days of instruction it would take sixteen school years in America to equal twelve in Norway.

The specialization which characterizes the work of the students upon entrance to the Norwegian university brings their study within much narrower limits than that of our ordinary juniors in college. Their general cultural education concludes with the taking of artium while ours usually continues throughout the liberal arts course in college or until the degree of Bachelor of Arts has been received. A certain amount of specialization is common among our students during the later years of their college education, but it covers a wider range than in Norway and the greater portion of it is reserved for post graduate courses. In Norway the professional studies are taken up without any preliminaries immediately upon entrance to the university. In the better professional schools of America, one, two, or three years of collegiate work is required as a preparation for entrance.

I. ORGANIZATION—RELATION TO STATE, COMMUNE, AND CITY

The highest educational authority of Norway is vested in the Department of Ecclesiastical and Educational Affairs (Kirke-og Undervisnings-Departmentet), and the chief functionary in this department of government is a member of the King's cabinet (Statsraad). The work of the department is separated into two divisions, one of which supervises the ecclesiastical activities and the other the educational work of the country. This latter division is again separated into two bureaus, one having charge of primary education and the other being in control of secondary educational affairs. These bureaus perform the functions usually devolving upon such offices, the work being largely clerical. In addition there are the diocesan directors (Stift Direktorer) bearing the immediate responsibilities in primary education, and a state educational commission (Undervisningsraad) having large authority in secondary education.

Next to the department itself the school directors have authority over primary education. In fact the director has all but complete control in his territory even though the department is recognized as having the higher authority or powers. The King's cabinet appoints seven directors for the six dioceses into which the state is divided; two for the most northern, because of its greater extent, and one for each of the other five. The directors are paid by the state and are amenable only to the state, hence they exercise their powers in an endeavor to effect the best possible results educationally without fear or favor of local influences. They act independently in their respective territories and do not constitute a committee in any sense whatever.

The commission having chief oversight of secondary education consists of seven men appointed by the King's cabinet. They are chosen because of their efficiency in educational affairs without regard to the part of the country to which they belong.[10] They work always as a committee, and as experts serve the state for the general welfare of secondary education. The many privileges and duties exercised by this commission may be grouped together under the heads of inspection and supervision of secondary schools, and arrangements for having examinations. Several of the men constituting this commission are at the same time rectors of leading secondary schools in the country. In fact they are chosen because of their familiarity with and expertness in just such kind of work. When it becomes necessary to seek advice in hygienic questions a physician of recognized ability is added to the commission. His judgment and instruction are respected and adhered to very closely.

The rural communes are divided into school districts or circles (Skolekredser). Each district supports and maintains a primary school with at least two divisions—an infant school (Smaaskole) for children from seven to ten years of age, and a higher one designed for children from ten to fourteen years of age. In districts where distances are great or roadways difficult, two or more infant schools are provided.

Companies operating one or more manufacturing establishments or industrial concerns, and generally employing thirty or more laborers, are required to provide a primary school for the children of the men in their employ. When once started these schools are to be kept up unless the number of the employed is reduced below twenty. In case there are other children who desire to attend such school, they shall have the right to do so providing it does not interfere with the instruction of those for whom the school was established. In return for this the school treasury receives from the communal treasury a yearly amount proportioned to the total cost for all pupils in the school.[11]

While the law requires that instruction shall be provided six days in the week for at least twelve weeks each year, it also grants to the communes the privilege of extending the time to fifteen weeks.[B] It further provides the right to maintain six weeks additional, voluntary instruction each year.[12] These privileges are generally taken advantage of by both communes and pupils. The communes desire the extension of time for school, and the pupils are very glad of the opportunity to attend the extra time, even though their presence is not compulsory. In fact the compulsory education law has been so rigidly enforced for so long a time that regular attendance has become habitual, and the exact provisions and requirements of the law are rarely thought of by the pupils. There is, in reality, no law requiring children to attend the schools provided by the state, but a certain amount of education is obligatory. It is mandatory that schools be maintained in all of the districts, but individual children may receive their instruction in private schools if they choose, so long as educational requirements are met from year to year. Pupils who belong to the schools are required to be in attendance regularly, and children who receive instruction elsewhere than in the state schools must meet the requirements calculated to bring them to a certain educational standard by the time they are fifteen years of age. Failure in this subjects parents, guardians, and those providing schools for children of laborers in their employ to fine or imprisonment.[13]

The work in the infant school includes or amounts to thirty lessons per week while in the higher one there are thirty-six lessons. Accordingly, the pupils in the lower grades receive a minimum of three hundred sixty lessons a year, and this number may be increased to four hundred fifty or six hundred thirty. In the higher grades they have at least four hundred thirty-two lessons a year, and if the time is extended they have five hundred forty or seven hundred fifty-six lessons a year.

Each rural commune has its own school board (Skolestyret) consisting of a priest; the chairman of the municipal council; one or two teachers[14] chosen by the body of teachers; as many other members (men or women) as the communal council deems it advisable to select; and the rectors of higher schools, if there be any, under the supervision and inspection of the school board.

In the towns and cities the school board consists of at least one priest[15]; a member of the city's executive council;[16] as many other members chosen for three years as the municipal council deems it advisable to select, at least half of whom must be chosen from among parents who at the time of election have children in the city primary schools; one or two teachers;[17] and, wherever the school board controls higher schools, the rectors of such schools.

The members of the school board select their own chairman and act together as a committee or board. Among its more important duties are appointment of teachers and special committees, provision of course of study with specific instructions regarding its presentation, and the estimation of sums of money necessary to meet demands in the maintenance of the schools for the year. This estimate of expenses is sent by the board each year to the communal council which has charge of the dispensing of finances for the commune.

The course of study, including the plan of instruction and directions regarding the supervision of the schools as given by the board, is minutely detailed and specifically stated. It includes a list of studies to be pursued, the manner and order of their presentation, and the number of hours per week to be devoted to each subject; an outline of arrangements for entrance, promotion, and leaving examinations, with provisions for exemption therefrom wherever such is deemed advisable; all necessary arrangements for vacations; and other matters considered essential in the maintenance and carrying on of a school.

For each primary school, or for the several schools, using the same building, the board appoints a committee of inspection (Tilsynsutvalg). This committee consists of a member of the school board (chosen by the board), who is chairman of the committee, and three other members. These latter members are chosen in the city by the parents of children attending the school, and in the rural districts by such parents and other taxpayers. A priest appointed by church authority is added to committees serving town or city schools.

This committee of inspection exercises constant oversight of the school, keeping the board informed with reference to all matters requiring attention by that body. By the consent of the communal council this committee may have an amount provided from the school funds for its use in carrying out its work. The inspection is with special reference to the physical and moral well-being of those connected with the institution. Among the special objects of its endeavors may be enumerated the solving of all hygienic questions, regular attendance, good discipline, and proper moral conduct. The committee must also see to it that children of school age, not in attendance at the state primary schools, receive instruction in such quantity and of such quality as to meet all state requirements. In general it is an outstretched arm of the school board, feeling after the betterment of the common schools in every possible direction.

Another committee (called the school committee—Skoleraad) is appointed by the school board for each of the primary schools in the city. The duties of the two committees are in a way complementary. While the committee of inspection is occupied in matters external in large measure, the school committee exercises functions more pedagogical in nature, though it also has general watch care over the affairs of the school. If there be a superintendent of schools (Skoleinspektor), he is a member ex officio of the school committee, and its chairman. Under other conditions the school board designates which of the appointed members of the committee shall be its chairman. In towns where the number of teachers exceeds sixty, the school board may direct that the school committee shall consist of the superintendent and the principals of the several schools as ex officio members and any determined number of other teachers selected by the body of teachers. The elected members are to be male and female in proportion to their respective numbers on the teaching staff, exclusive of those who are ex officio members of the committee. The sexes separate into special meetings for the purpose of election, each choosing its allotted number of representatives. Election is for two years, one-half retiring each year, the first time according to lot. Members whose terms expire are required to serve longer in case of re-election. This school committee holds regular meetings, according to its own appointment, at which the members are required to be present. Furthermore, the chairman may call additional meetings in cases of necessity, and he is required to call special meetings when requested by the school board to do so. A majority vote of the members is sufficient for the passage of any proposition. While the duties of this committee are not specifically outlined, it is intended that its work shall concern chiefly the internal workings of the schools. Its functions are mainly pedagogical in character as already stated and as evidenced in the following provisions in the law. "The school board shall permit the school committee to voice its opinions in every affair which concerns: (1) the general supervision of primary schools, (2) general provisions concerning regulations and discipline, and (3) text books and outlines of instruction." In addition the committee is required to express itself regarding any matter relating to the good of the school when asked by the board for advice.

The school board may also order that there be a teachers' commission (Laererraad) for each school or for the several schools using the same buildings, consisting of the teachers in the school. The chairman of this committee is the superintendent of schools, a school principal, or other member, according to the determination of the board. The duties devolving upon this commission are in each case outlined by the board.

The superintendent of schools (Skoleinspektor) has general direction of all the primary schools in the city system. His duties are similar to those of the superintendent in American towns and cities. He takes the lead in directing the policies of the schools and exercises large powers in making them efficient. He is provided with well-equipped offices, generally in one of the school buildings, where he and his clerks, supplied by the school board, do the greater portion of their work.

A principal or headmaster (Overlaerer) is generally placed in charge of each school. His duties are comparable to those performed by ward principals in the United States. While the superintendent is the superior officer and exercises general control and authority, the principal has immediate charge of the work of the school. He controls its activities in harmony with and under the direction of the superintendent, consulting the wishes of the higher official and respecting his opinions. The superintendent recognizes that for the one in immediate charge of a school to have his hands tied or his liberties too circumscribed means the hampering of the work; hence, he gives to the principals working under him wide latitude in carrying out their ideas. For example, if the principal is a believer in coeducation or, on the other hand, a staunch advocate of segregation of the sexes for instructional purposes, he is usually privileged to carry his policy into execution in his school, even though the views of the superintendent are not wholly in accord therewith. Throughout their work they seek each other's counsel and advice, and cooperate successfully.

The private citizen in Norway plays only an indirect part in school affairs, yet his interests are conserved in various ways. The local pastor, who is a member ex officio of the school board, generally guards the interests of the masses. His influence and vote may be regarded usually as a reflection of the popular mind. The chairman of the municipal council, who also is a member of the board by virtue of his position, is indirectly the choice of the people. The teacher or teachers chosen to occupy on the school board nearly always work in harmony with the public will. The committee of inspection has a majority of its members chosen directly by vote of the people immediately concerned. The press is free and educational movements are continually discussed in the leading papers. Further than this, educational affairs are common topics of conversation, being talked of on all occasions under various circumstances and conditions. It may be said to their credit that those discussing these subjects do so intelligently and critically. The masses are alive to the educational situation, are intensely interested in their schools, and are acquainted with the provisions of the law concerning them. The people being so democratic in tendency and so very frank in the expression of their feelings and opinions, naturally reflect public sentiment; which because of being understood has more weight and is correspondingly a greater factor in legislative activities.

The primary schools receive their financial support from the state, county, and commune. The state provides for city schools one-third of straight salaries, which range between twelve hundred and fourteen hundred crowns for men, and between eight hundred and nine hundred crowns for women; two-thirds of additional salary paid because of long service to the limit of eight hundred crowns per year for men and five hundred crowns per year for women; and one-third of salaries paid for positions requiring only part time, for teaching by the hour, and for teaching in continuation schools. In certain cases where the treasuries are depleted the state treasury furnishes as high as forty-five per cent of teachers' salaries within the fixed limits mentioned above. In the rural communes the grant received from the state amounts to forty-five per cent of the teachers' salaries, and where finances are low this amount may be increased to sixty per cent. The amount of this state grant is figured on the basis of salaries that do not exceed twenty-four crowns per week in the second or higher division, and nineteen crowns in the first or infant division of the primary school, except in the county of Finnmarken where the bases may be respectively twenty-eight crowns and twenty-two crowns per week.

In each county (Amt) the county council provides funds for the following purposes: raising teachers' salaries in case of long service, erecting school buildings, supplying teachers' homes, paying substitute teachers, purchasing apparatus, relieving communes and municipalities where school expenses are disproportionately high, and maintaining continuation and artisan schools. Whatever is required to defray the expenses of the primary schools, in addition to state and county grants, tuition, receipts from school lands or holdings, etc., is furnished by the commune or municipality through its council.

The secondary schools are either state or communal. The state schools are provided with grounds, buildings, and equipment by the communes in which they are located; the remaining expenses are met by state grants, tuition fees, etc. The expense of maintaining communal schools falls largely upon the communes. The state furnishes one-third of the salaries in both classes of schools, and all additional amounts paid to teachers because of long service. While most of the secondary schools charge regular tuition fees, all of them have funds which supply free scholarships to a number of pupils each year. In some communes they have been able already to provide free middle schools, and it appears at least possible that all state and communal schools may sometime be free. The aim in financing the school system is to equalize the burden of expense as far as possible, and to recognize, at the same time, the efforts of those directly concerned. In order to obtain the best results, authority has been strongly centralized; school boards, communal and county councils, and state officials exercise large discretionary powers.

VI. BUILDINGS AND GROUNDS

The school buildings of Norway are justly reputed to be the most magnificent, best located, and finest edifices of the country. They are built of substantial materials according to attractive architectural designs, and are provided with liberal equipment. The larger buildings are usually constructed of stone, brick and stone, or brick and cement; while the smaller ones are built of lumber and stone. In the erection of buildings, great care is exercised to make them spacious and permanent. All materials used are selected because of their durability and suitability to purpose. In order to guarantee the best hygienic conditions, the law provides that buildings must meet the approval of experts in hygiene before they can be used for school purposes. This means that the services of these experts must be secured in getting out designs for school buildings, whether in the erection of new or the remodeling of old ones.

The school buildings are heated by furnaces or stoves. The newer ones are modern in every respect and, of course, have excellent heating systems. Those which have done service for several decades are usually heated by stoves.

The buildings are divided into rooms in such a manner that the daylight nearly always enters from the left or the rear of the pupils when they are seated at their desks. This rule is disregarded only in rare cases. During the short days of winter it is essential to provide artificial light. In cities and large towns they use electricity for lighting the school buildings; in the country or in small towns, where the municipalities do not maintain any central lighting plant, various devices are installed. Sometimes gasoline is used and again ordinary oil lamps are common. An abundance of light of the best procurable quality is generally provided.

Besides admitting light the outside windows are of use in providing ventilation for the school rooms. They are opened wide during intermissions between classes, so that when the children come in from their exercise on the play grounds they enter an atmosphere nearly as pure and fresh as that out of doors. In addition, many schoolhouses, especially those built recently, have regular ventilating devices.

The class room furniture in Norway, like that used in many other European schools, is about as primitive in design and lacking in attractiveness as anything found in the whole country. Its evolution surely has been greatly retarded. In each room there is a small platform high enough to enable the instructor to see all his pupils with ease. On this platform is a desk and a high chair in which the teacher sits most of the time while giving instruction.

The pupils' seats and desks are made of heavy lumber and attached to a common base. This makes them clumsy, and they appear very queer to one accustomed to the better designs now in use in some countries. Those of recent make are for but one pupil, though older ones, some of which are still in use, accommodate three or four. In construction the seat is generally a solid flat bench with a low back. The desk has a slightly sloping top, a small inconvenient shelf for books, and a receptacle for pencils, pens, rulers, and other articles used by school children. The Norwegians deserve commendation for the care exercised in the arrangement of seats and desks. The distance and proportion between them are regulated according to scientific principles looking to the physical welfare of the occupants. The bodily posture of children in school determines in large measure what it will be out of school. Far too little attention has been given the physical side of education, and one of the important problems in connection therewith is the proper construction of schoolroom furniture.

In the smaller buildings, classrooms have commodious cupboards for apparatus (maps, charts, globes, plates, etc.), and various things with which the children work (sewing materials, exercise books, etc.). While they have a liberal supply of excellent illustrative material and teaching apparatus and the best of facilities for storing it, mechanical appliances for its display and devices for its convenient use are woefully lacking. Maps and charts are held in the hand or hung on a nail or other fixture in the room; while globes and the like are placed on chairs or improvised stands. In general the apparatus is awkward to manipulate and as a result much of its value is lost.

Blackboards of proper size are very rare in the schools of Norway. As a rule the board is about three by five feet in size and fastened to a clumsy easel which elevates it so high that it is out of reach of the pupils. To enable the children to use such a board a small platform is provided. The child mounts the platform by means of a few steps and there stands and does his blackboard work. In only one instance did the writer during his visits to the schools find what appeared to him to be an adequate amount of blackboard space. This exceptional condition was in one of the primary schools where special equipment was installed for the instruction of children below normal intelligence. The ample provision of blackboard here is proof of a recognition of its value, and the situation may also be regarded as an indictment against the prevalent neglect in this line.

School room decorations are not as prominent as might be expected. Despite the facts that the whole of Norway is picturesque, that her artists are quite numerous, and that the masses of her people are more than ordinarily appreciative of the finer phases of life, very few paintings or pieces of sculpture adorn her schools. True, exceptions as to this rule of scant provision of the artistic may be found; but, as in all countries, they quite generally fail to appreciate the educative values of art.

While, traditionally at least, the study and recitation rooms have been considered of prime and greatest importance in school buildings, there are others, accessory to them, which in their effects are productive of quite as good results. Among them may be mentioned: offices, teachers' rooms, libraries, laboratories, and other rooms for special purposes. Some of these are not provided in all schools, but commonly all of them are found in the city school buildings.

The offices for rectors, inspectors, head masters, etc., are admirably arranged and handsomely appointed. They are provided with desks, cabinets, chairs, settees, tables, and other furnishings which add to convenience and comfort. The rooms for teachers are equipped and furnished in a way just as suitable to their purpose. In these they spend their vacant periods in study, reading, or in leisure, according to their choice. Here, too, officers and teachers are served with luncheons in the middle of forenoon and afternoon sessions.

There are libraries in nearly all school buildings. While many of them are small some are of large consequence. The one in the Christiania Cathedral School numbers thirty thousand volumes. This is one of the oldest and perhaps the largest library in any school of the country, and it is regarded with considerable justifiable pride.

The laboratories are furnished in harmony with their traditional plan of instruction. Instead of having a supply of apparatus so that most or all of the pupils may be occupied simultaneously in laboratory experimentation, they have but one set of instruments. However, they do furnish liberal quantities of materials for laboratory experimentation. The teacher is the chief operator, one or two pupils assist in the work, and the other members of the class are onlookers.

Where domestic arts are taught, rooms are fitted up especially for the purpose. Stoves, cooking utensils, and many other necessary articles are at hand ready for use. The efficiency of the work is in no wise hindered by lack of supplies. In many instances teachers go themselves to the markets and purchase provisions needed for the day. An earnest effort is made to combine theory and practice in proportions suitable to obtaining the best possible results.

Some of the larger buildings have special rooms for the storing of apparatus and illustrative materials (Anskuelsesmidler). Racks, cupboards, cabinets, drawers, cases, and the like provide convenient means for preserving these supplies and of rendering them easily accessible. Gymnastic halls and lunch rooms will be discussed in another section.

The playgrounds are generally small, but some of the schools have, in addition to the grounds immediately surrounding the buildings, athletic parks of considerable proportions. The grounds about the school buildings are arranged with a view of securing from them maximum returns. They are enclosed by high board or wire fence, or by stone or brick and cement walls. A heavy coating of gravel is usually placed on the ground in order to avoid the growth of vegetation or an accumulation of dust. "Keep off the grass" signs are not in evidence, for rarely do they attempt to have grassy lawns.

They recognize the need and value of physical exercise in the open, and provide means for it in connection with every school. It is specifically required that all pupils go on to the playgrounds during the intermissions (fri Krarterer) which come between all lessons. While the children are at play one or more of the teachers are detailed to supervise the grounds, while others are to patrol the hallways. Large roofs are put up under which the children play when the weather is not favorable to being in the open. On rare occasions when the weather is bitter, pupils may be permitted to remain indoors. Children whose health is extremely delicate are dealt with in leniency, and some of them are permitted to remain inside regularly.

Near to the school buildings, generally on a corner of the grounds, homes are provided for the head master or principal and the janitor (Vagtmester). Sometimes the janitor and his family live in an apartment in the school building. Generally, however, a double house is erected, one part for the principal and the other for the janitor. These homes are furnished rent free to these men.

Teachers in rural districts, as a rule, are supplied with a house and sufficient ground for garden and the pasturage of two or three cows. These provisions materially reduce living expenses, and, in a way, recompense for the low salaries received. In one rural school the writer found three hundred and fifty pupils taught in two divisions—forenoon and afternoon sessions—by six teachers. The principal had been in charge of the school forty-three years. One portion of the school building provided a residence for him and his family. They had a small garden; a fruit orchard; a few acres of land for pasturage and hay; and a barn and sheds for cow, pig, and chickens. There are many similar situations throughout the country. This particular one lay just outside a small city, and this fact accounts in part for the large number of pupils in attendance.

As a rule the homes for rural school teachers compare very favorably with the better class of homes in the surrounding neighborhood. They have sufficient room, are comfortable, and generally satisfy the occupants. The majority of rural teachers have such homes provided, though only a few city teachers enjoy this favor. In 1905, two thousand, eight hundred and twenty-six rural teachers had homes furnished them free of cost.

VII. GENERAL FEATURES OF INNER ORGANIZATION

Most of the teachers in the rural primary schools are men, while the majority of them in the city are women. During the year 1907 there were four thousand, one hundred and twenty-three male and one thousand, four hundred and seven female teachers occupying regular positions in the rural schools, and in the city their numbers were respectively eight hundred and twenty-eight and one thousand, six hundred and six. Although the law makes no requirements as to sex, except that in city schools there must be at least one master and one governess, there are certain forces operative which almost equal edicts of law. Traditionally, teachers in the rural schools are men and, as previously stated, homes are provided for them and their families. Appointments to teaching positions are permanent. Teachers remain in their places until death removes them or until they choose to retire on pension, which is, all too often, long after they pass the time of their efficiency. It is difficult to break with the old customs and hence the entrance of women teachers into the rural school positions has been slow. In the cities the conditions are different. There only a small percentage of the teachers have homes furnished them, the number of teaching positions without supervising responsibility is large, and the salaries paid to women are lower than those paid to men. As a consequence the female teachers have found easy entrance into the city schools, and at present they outnumber the men two to one. Women have been teaching since 1869, and the people are convinced that their ability as teachers is equal to that of the sterner sex.

In the secondary schools, also, the majority of the instructors are men. In the gymnasia practically all of them are men, but in the middle schools there are many women teachers. Even though the Norwegians recognize woman's ingenuity and efficiency in teaching small children, they have not yet become converted to the idea that she is man's equal in the more advanced educational fields. It seems probable that tradition is the chief hindrance to the entrance of women into teaching positions in the gymnasia.

In their plan of instruction there is much to commend and some things to criticise. The teachers do a large amount of teaching, but they also provide opportunity for the children to do a great deal on their own initiative, so that they too may know the joy of discovery and feel the triumph of mastery. The Norwegian pedagogue uses the recitation period, nearly always fifty minutes, in an endeavor to impart information, both directly and indirectly; directly by straightforward giving, and indirectly through cooperative mental activities. While they feel the importance of direct instruction, they see, also, the advantage in shifting a part of the responsibility to the pupils. They recognize the fact that the child has ability, and that by himself he is capable of finding and recognizing problems, and of working them out to satisfying conclusions. They appreciate that even a small child is able to carry out many educative activities with a minimum of direction from the teacher, and that the development which comes from this self-direction and initiative is one of the most valuable ends of education. The intent is that the class period shall be devoted to exercises which will furnish information and, at the same time, make the children independent and able to direct themselves.

Though the ideals and aims are excellent, the means for attaining them are not the best. There is a certain inherited aloofness on the part of the instructor which robs both teacher and pupils of some of the values which come from closer association. During the recitation hour the teacher nearly always occupies the high chair on the elevated platform, except while using the blackboard or doing other demonstrational work. My observations convince me that the teachers, especially the men, do not get down and work among and with the children as much as seems essential to the accomplishment of the greatest good.

Now the discipline and character of recitations also deserve attention. When a pupil is called upon to recite, he is expected to pass to the aisle and there stand erect until the recitation is completed. Only in rare cases are children allowed to sit while reciting. I have seen children only eleven or twelve years of age called to the front of the room to analyze and develop a problem. The smallest children are required to give only short answers to questions, but responses rapidly increase in length, as age advances, until they amount to minute and extended discussions of topics. Recitations lasting ten to fifteen minutes are not uncommon, and the children become quite expert in the relation of facts and in the development of problems presented. This method of procedure is perhaps all right for a certain class of children, but timid boys and girls are sometimes embarrassed to the extent that they are unable to do credit to themselves, their teachers, or the lessons. On one occasion I saw a boy who was so frightened in an attempt to stand and recite, being required at the same time to look into the face of a complaining teacher, that he was unable to say anything whatever. The teacher, a man of advanced age, finally awoke to the situation, and placing his hand on the boy's head, talked to him about the lesson until he calmed the lad's fears and obtained a very satisfactory response from him.

In addition to classroom activities connected with mental growth, considerable work is done looking to physical development. Gymnastic exercise is required of all children in primary and secondary schools, excepting those in first and second grades and a few who are physically disqualified for it. To provide for this work, the city schools furnish large halls with excellent equipment, and special teachers to give instruction. A Swedish system of gymnastics is in vogue throughout the country. There seems to be no criticism against the system, and the benefits testify emphatically to its efficiency. The apparatus is simple and inexpensive, but the variety of movements and the numberless combinations of them seem to answer every demand.

Certain conditions and customs prevailing in Norway make it necessary to serve lunches at the school buildings. The morning sessions are long and the dinner hour is far later than noon—generally two or three o'clock. Furthermore, many children of poor parentage come to school underfed. Opportunity to obtain a light lunch of nourishing food and a warm drink at about 10:30 or 11 o'clock is an appreciated necessity. Hence most buildings have lunch rooms arranged and equipped according to local demands. Here, in the secondary schools, the family of the janitor furnishes rolls, buns, cakes, cocoa, coffee, milk, etc., at a reasonable rate. As stated before, the teachers have lunches served in their own rooms. Some cities provide children in the primary schools with one meal of wholesome food each day of school during the winter months—generally from the middle of October until the first of May. This is free to the needy children, and others obtain it at first cost.

In Christiania they have a central kitchen from which the city primary schools receive supplies. This kitchen has a capacity for steam cooking, ten thousand liters at a time. Only the best food is purchased. This is carefully prepared and delivered every day in tightly sealed cans to the several schools where it is served hot. The maintenance of this kitchen is in answer to recommendations made by a committee, appointed by the school board, after visiting various similar European institutions and studying carefully into their operations. In equipment, management, and good results it is not surpassed in any city in Europe or America. In some of the schools, hundreds of free meals are dispensed every day throughout the long winter. During the year 1908-1909, from October 19, 1908, to April 30, 1909, (one hundred and thirty-two days), the Christiania central kitchen furnished 616,821 free meals and 77,733 meals which were paid for by children in the schools. This work stands as a testimonial to the beneficence of the people whose circumstances enable them to maintain it.

The discipline of the school borders on the military order. The pupils form in line and march in passing to and from classrooms and playgrounds. While the work of instruction proceeds strict discipline is maintained. Before entering a classroom where a recitation is in progress, one invariably knocks at the door, whoever he is and whatever his errand, and by the time he enters teacher and pupils are on their feet. Turning to the one entering, they bow and continue to face him until he is seated, which is a signal to them to sit. Should the visitor withdraw before the class is dismissed, the pupils again rise to their feet and bow him out; but, if he remains until they are dismissed, they bow to him before taking their departure. Every activity indoors and out of doors is closely supervised, and the control exercised over the pupils is praiseworthy.

Attendance at school is regular in all grades. When children are absent for any reason the case is inquired into without delay, and, unless satisfactory excuse or explanation is forthcoming, the truant officers are on hand to enforce regulations. Failure to comply with the laws regarding absence from school, subjects parents or guardians of children to a fine of from one to twenty-five crowns.[18] Very rarely is an enforcement of these laws necessary, for the people are generally law-abiding and peace-loving. Being eager for development, they gladly comply with educational provisions without any compulsion, and regularity in attendance is the universal practice. Sickness is perhaps the most common excuse given for absence and, since excellent health is characteristic of the people, this is infrequent.

Pupils are nearly always healthy, vigorous, and robust. One of the chief points calling attention to this is the rarity of cases where glasses are worn. In visiting schools I noticed that spectacled children were very few. I was at first inclined to criticise what I interpreted to be neglect of the eyes, but soon found that eyesight, as well as the general health of the children, was being carefully guarded. Every school has its physician whose duty it is to regulate sanitation and to remedy physical defects of children. I ascertained that in some schools special examinations had been conducted for the testing of eyesight, and results showed that very few of the pupils were under the necessity of wearing glasses. Among the causes contributing to this favorable situation may be mentioned a healthful climate, regular drill in gymnastics, proper lighting of school rooms, good ventilation, physical exercise in the open between successive classes, and, in general, the maintenance of a high state of physical vigor. The Norse take justifiable pride in their physical development, and they pay considerable attention to this phase of education. Consequently the children are able to attack the strenuous activities of school life with vim, and mastery of the course of study is not a hardship.

Chapter II

TEACHERS

I. QUALIFICATIONS AND CERTIFICATION

Teaching is a profession in Norway. Those following it have chosen it as their life work. The people thus engaged deserve and receive the recognition, confidence, and esteem of the masses, and they maintain the dignity of their calling. As a class they rank high educationally, morally, and professionally. With the advance in social ideals it has been necessary to raise the standards of preparation for teaching, and, as the years pass, further changes will be required. For a long time, professional training has been demanded of every appointee to a teaching position, and indications point to a rapid development of the quality of this training until every resource is operative.

The law requires that to be eligible for appointment to a regular teaching position in the secondary schools (middle school and gymnasium), one must have had a course in the university and special training provided in the pedagogical seminary. This means that the candidate has completed: (1) the twelve years of work in the primary and secondary schools, where a wide range of instruction and general culture are provided; (2) a course in the university (four to seven years in length), devoted to exhaustive research in the particular branches of study which are subsequently to be taught; and (3) the course of training given in the pedagogical seminary.

It is the aim and function of this seminary to provide for the university graduates who are to become teachers the most practical and complete professional training possible within the limits of time (six months). It is readily evident that excellence in educational equipment and intelligent insight into the business of teaching are among the accomplishments of the profession. In fact, mastery of the field to be taught and professional training in its presentation are requisites.

The certificates or diplomas issued upon completion of the preparatory work just outlined are the only credentials required of the Norwegian teachers. Being issued by the state they have a standard of value which is uniform, recognized, and honored throughout the realm. Without these papers it would be folly to seek appointment to a fixed (permanent) post.

Besides the regular corps of instructors occupying on full time in the general lines of instruction, there are many special teachers devoting their energies along particular lines of work, such as home economics, drawing, music, gymnastics, and manual training; and still others who teach some of the regular branches of study only part time, whose positions are not permanent. Special preparation is required in order to obtain positions in these specific lines of work.

II. TRAINING OF TEACHERS

Norway early recognized the value of specific training for the work of the teacher. The experiences of other nations served as object lessons illustrating the good coming from the services of properly equipped teachers and the dangers of proceeding without such. The state was eager to lay substantial foundations, to conserve and develop every resource, to build permanently and economically, and to profit by the experiences of other systems. Consequently, the people moved forward in a conservative manner and planned for the future as well as for immediate needs.

Utilizing the strong points of other systems and adapting them to local conditions, the state established six teachers' seminaries, locating one in each of the six dioceses into which the country is divided, so that they would be within easy access of the people attending them. Besides these state seminaries, four private institutions, having almost identical functions, have been established and are flourishing. The private seminaries are located at vantage points not too close to the State Schools yet where they will be within reach of a large number of people. The favorable location of these schools makes it possible for a large number of the attendants to live in their own homes, while the large majority need be but a short distance from their homes.

The work of the teachers' seminaries is, of course, to provide special preparation for teaching in the schools throughout the nation. Their curricula are similar to those used in the secondary schools. The chief point of difference between them is the attitude taken toward the subjects of instruction. In the secondary schools the aim is general and in a large measure cultural, while in the seminaries the attempt is always to present the lesson or subjects of instruction in such a manner that the pupils shall get both intellectual development and the correct method of presentation. It is the intent that this experience shall help to qualify for the successful teaching of the subjects studied. The work corresponds closely with that done in the normal schools of America or similar teachers' schools in other lands.

It is everywhere true that teachers teach as they have been taught. The principle of imitation is illustrated clearly every day in every school room. Teachers, like pupils, follow example more closely than precept. Providing schools designed to fit people for the teaching profession have ideal teachers, they will be able to turn out from year to year groups of teachers, who, imitating their masters, both in the application of scientific principles of method and in the exercise of individuality, will in turn become ideal teachers. If the curriculum and teaching of the training college are rich and varied, its products will be characterized by efficiency and resourcefulness. On the contrary, should the work of the school be narrow because of a cramped curriculum, or on account of biased and shrunken ideals of the faculty, the results will be unsatisfactory. The teachers who go out from such an institution will be unequal to the tasks awaiting them—they will be unable to meet the situation in the educational field.

Since it is a chief occupation of the training school to instill methods of presentation, there is great danger of becoming mechanical, machine-made, or stilted in one way or another. Quite the opposite must be the nature and work of the teacher. The teacher should be able to come down from the high platform and cooperate with the children; to find the individual child and his interests and, in a genuinely sympathetic spirit, to direct those interests; to discard set rules, hard and fast lines, and pet theories; and to open up to each child a vision of the fields before. In order to do these things the instructor must be thoroughly familiar with child life: its nature, mental and physical make-up, processes of development, conditions of growth and activity, instincts, and hopes. He must also cherish and manifest a sympathetic attitude towards youthful tendencies and aspirations, and be able to inspire the pupils to noble purposes.

The seminaries of Norway, like those of other nations, fall short of some of the conditions of excellence that we yearn for. They do not include a sufficient amount of professional training nor is that which is provided always the ideal type. Nevertheless, an earnest effort is being put forth to approach these higher conditions as rapidly as possible. The course of three years, besides furnishing a valuable fund of instruction, provides a large amount of work in observation and extensive experience in teaching. The training in observation generally consists of work in connection with the state schools (primary and secondary) in the immediate vicinity of the seminary. Into these state schools the seminary pupils are permitted to go and observe the teaching of the regularly employed instructors as they present the different subjects in the curriculum. After having observed teaching for some time and having carefully discussed class room procedure with their own teachers, they are required to specially prepare and present some lessons under the close, yet sympathetic scrutiny and supervision of their masters. As time passes, more and more of this practice teaching is assigned until proficiency is attained in the presentation of subjects to be taught in subsequent years. While these schools do not incorporate into their activities all things that seem important, it must be said to their credit that they have done a great service in qualifying teachers for the class of instruction which has already raised the masses to their present place of literary distinction.

Besides the institutions providing teachers' training above referred to, there was established in 1907 the Pedagogical seminary. This seminary is affiliated with the university in Christiania but is not an organic part of it. It was founded by act of the Stortbing and is supported by the state. The function of the Pedagogical Seminary is to provide professional training of an especially practical type for graduates of the university who intend to make teaching their profession. The length of the course is six months. Instruction and training provided in this institution includes: (1) lectures in hygiene, psychology, history of education, and principles of education; (2) observation of class instruction by masters, whose teaching is the highest representation of the art in the city; (3) discussions, formal and informal, general and analytic, with the headmaster of the seminary concerning methods of instruction, class conduct, and school management; and (4) practice teaching under the supervision of masters whose criticisms are given in such frank and sympathetic manner as to make them invaluable.

As a rule, those trained in the teachers' seminaries are employed in the primary schools. The students who avail themselves of the advantages of a university education and follow it by the training provided in the Pedagogical Seminary generally become teachers in the secondary schools. The seminary training in general is of such character that it may be put into use immediately upon entrance into the work of teaching. It also renders vital and usable for purposes of instruction the information and intellectual development gained during the long-continued and intensive schooling preceding such training.

III. TEACHERS' OFFICIAL TITLES

Throughout the school system of Norway teachers are given titles according to the nature of the positions occupied. In the primary school the man who does the supervising work (in America known as superintendent) is called the Inspektor; the head teacher or principal is termed the Overlaerer; and the other teachers, male and female, are spoken of respectively as Laerer and Laererinde. In the middle school and gymnasium the titles are Rektor, Overlaerer, and Adjunkt. The Rektor has the supervisory work and some teaching to do; the Overlaerer is one of the principal teachers who has been given the title and ranking, chiefly because of fitness and long service; and the Adjunkt is a regular teacher who has served the school for five years or more and has received permanent appointment.

Titles do not correspond strictly to educational equipment nor do they depend wholly upon term of service, though both of these may be and generally are contributory factors. For example: positions in the middle schools and gymnasia are open only to those who have certain educational fitness; the teachers with especially strong qualifications and superior ability are the ones most liable to receive early promotion to the higher class positions; and, when promotions are made, the persons who have taught for a long time enjoy some advantage over those with but slight experience. Titles correspond more definitely to classes of positions occupied than to any other thing that can be named. When an individual is appointed to a position carrying a title, that designation is invariably used in connection with his name. He is no longer John Johnson or Herr Johnson, but Rektor Johnson, Overlaerer Johnson, Inspektor Johnson, etc.

IV. TEACHERS' TENURE OF OFFICE

The teacher's tenure of office in Norway is very different from what we are accustomed to in America. Positions are of two kinds—permanent and temporary. Nearly all appointments in the past have been to permanent posts. This means that the individual occupies his place without molestation or any hint of insecurity until he chooses to resign or until he reaches the age of retirement.[19] Some appointments now are to temporary positions though generally they lead to permanent ones. Rarely, if ever, does a person who makes reasonable success in a temporary position fail to secure an appointment to a permanent post.

Permanency in position has a number of well-recognized advantages. Security of situation gives to the teacher a release from the uncertainty which constantly harasses the minds of so many where frequent change of position is the rule. A lasting appointment enables one to get a firm grasp on the local situation, and to utilize without waste all the momentum accumulated while occupying in a particular place. Furthermore, the teacher who feels settled in a position is able to establish a home, and to become identified with the community and its interest.

Since teachers continue for so long a time in a position, they and their pupils become as well acquainted with each other as with members of a common family. It is interesting to note how minutely a teacher knows the daily life and habits of his pupils. While the relations are not always the most congenial, they are known to be practically inevitable and impossible of escape so they each make the best of the situation and get the most out of it.

Again, when children know that it will be their lot to come under the tuition of a certain instructor who occupies a permanent post under state appointment, they work faithfully and usually eliminate any criticising attitude. In fact, long terms of service tend to inhibit the criticisms of both children and parents which sometimes attend teachers who occupy positions but for a short time. The situation conduces to a condition of harmony and cooperative activity. The children instinctively feel the authority of the teacher. They know that he has the support of local and state authorities, and that they will cooperate with him in carrying forward his projects. The teacher, in turn, recognizes his responsibilities in the premises and endeavors to occupy acceptably.

Now it is just as true that there are some disadvantages to permanency of positions. Teachers are apt to become non-progressive and in some cases, little more than fixtures. Change of environment stimulates progress and development. Variety in teaching experience broadens the capabilities and increases the usefulness of teachers. In addition, children need the touch and influence of many lives. They receive greater inspiration because of coming in contact with the personality of a large number of teachers. However, too frequent change is wasteful. It dissipates the energy of teachers and breaks the continuity of the work of the children. Where the permanency of positions is absolutely uncertain, the teaching profession is transitory and dwindling. Only a few remain for long time in the work under such conditions. Many efficient school men leave the profession annually because of this discouragement.

At present, the feeling appears to be general that permanency in position should be conditioned upon improvement in efficiency. Evidently a recognition of this principle is a basic cause underlying the increase in number of appointments to temporary teaching positions. This procedure affords an excellent opportunity for weeding out the unfit. At the same time it acts as a spur inducing growth and development. Progressive tendencies, along with other qualifications, are regarded necessary to appointment even to temporary posts, and, as implied before, success in such positions is a prerequisite to appointment to permanent ones.

In America, teacher's tenure of office is very short. Each year there are many changes in the personnel of teachers throughout the country. Here we have the extreme of uncertainty, while in Norway they go to the limits of certainty in teaching positions. Both these extremes are unfortunate. Could a golden mean be reached which would include proper incentives to and recognition of continuous self-improvement and a reasonable sense of security in permanent occupation, the profession would call into its ranks a large and more efficient body of men and women, and the schools would make greater and more substantial progress. In order to illustrate the permanency of positions in Norway Table VI has been arranged.

TABLE VI

Table indicating Retirement from Teaching Staff and Reasons for Retirement.

It is immediately apparent that the changes in the body of teachers are rare. It is also evident that nearly all who leave the profession do so on legitimate grounds. A few changes result from transfers in position, a large per cent of withdrawals are retirements after extended periods of service, and many vacancies are due to death. Fifty per cent or more of the women who retire do so on account of marrying, a few die at their posts, and many retire on pensions. Very few of the women teachers retire to enter other lines of work. While the table does not indicate how much longer than thirty years some teachers remain in the service, it may be added here that examples are not rare where individuals continue teaching for more than half a century. In most cases teachers occupy the same position throughout their teaching experience.

V. TEACHERS' SALARIES

The salaries received by teachers do not average high in Norway. Many provisions are made, however, for the reduction of their living expenses. All those who serve the school authorities in Norway receive certain benefits appertaining to the positions they hold. For example: There is advance in salaries on promotions and after specified periods of service; teachers are exempt from expense incident to particular offices; school authorities send all official communications through the mail free of postage; teachers receive pensions on retirement from positions; the rural school teachers frequently receive, in addition to their salary, a house to live in and sufficient land for the pasturage of two or three cows, and in towns and cities some of the teachers have homes provided, or are allowed a certain amount per year for living expenses. These and similar concessions and provisions are extended to the teachers according to enactments of the state, individual communes, or municipalities. Generally, a regular schedule is made out by which salaries are governed. Table VII indicates the salaries for different positions in eight cities of Norway:

The table is made up from the salary schedules of typical cities of various sizes. The values are in kroner (one krone is practically the equivalent of twenty-seven cents in United States money). We note that salaries are medium in the beginning, and that they increase at regular intervals until certain limits are reached. When we consider these limiting salaries, the long service generally rendered at the highest rate, certainty of position, and the pension to be received upon retirement, we are prone to admit that the advantages are not altogether in favor of the higher salaries paid in our American schools. True, the American teacher generally receives larger returns in dollars and cents, but the Norwegian pedagogue is less mercenary than his American cousin. He is satisfied when his wants and those of his family are liberally provided for. His life is not strenuous. It is happy and filled with the joys of service and the companionship of youthful souls. Anxieties are in large measure overcome by the assurance that the state will provide necessities when the time for retirement comes. Pensions are graduated according to individual necessity as well as with reference to position, term of service, and salary at the time of retirement.

TABLE VII

Schedule of Salaries paid to Teachers in the Primary Schools of eight cities in Norway.[20]

Chapter III

COURSES OF STUDY IN STATE SCHOOLS

I. INTRODUCTORY—RISE, DEVELOPMENT, AND PRESENT FORM OF THE CURRICULUM

We come now to a consideration of the course of study in the school system as it has evolved and is now operative. As was true throughout other parts of Europe, so in Norway, education during the middle ages issued almost exclusively from the cloister and cathedral schools (Dom-og Kathedral Skoler), and in them are found the germs of most modern courses of study. Inasmuch as the successive steps in the evolution of the recent schools of Europe from the earlier forms vary but little in the several countries, and since the subject is already familiar to nearly all students of education, we omit any technical discussion of that interesting feature of history, and refer the reader to any of the several works treating it fully. Suffice it to say, the aim of the church in maintaining these earlier schools centered in the development of a qualified clergy about whom should be gathered a loyal following, well-trained in the dogmas, doctrines, and traditions of the organization.

At this time the monk and a small company of disciples constituted the school. The little group studied together from day to day in and about the cloister or cathedral. Among them, very naturally, certain new thoughts and ideals sprung up. The masters saw the new developments if they were not themselves parties to them. As the newer thoughts became fixed in the youthful minds, individual interests pressed harder and harder still until provision was made for extending the work of instruction as well as for widening the scope of activities within the schools. While the aim was at first to give instruction and discipline in lines necessary to a clerical career, it changed by degrees until it included branches useful in legitimate occupations other than that of the clergy. However, the diversifying of school activities and the enrichment of the program of study did not keep pace with the changes that were taking place in other phases of the social cosmos. A spirit of unrest grew to proportions almost ungovernable until the middle age renaissance in learning removed the fetters and brought relief by effecting systems of education very fitting to the requirements. Great credit is due to the leaders in the Reformation for the part they played in placing means for instruction and education upon a more secure and permanent basis, and for the service they rendered in giving to the schools certain vitality that had rarely, if ever, been characteristic of any similar institution.

The new type of school bore a stamp of general approval which enabled it to gain a momentum which was not soon to be overcome. In fact, the schools of all the more civilized countries are still largely dominated by traditions dating back to the epoch-making works of such men as Erasmus, Luther, Melanchthon, and Sturm.

Now the ideas of these famous educators were less subjected to change in Norway than in the centers from whence they came. Until the union between this country and Denmark came to an end in 1814, very little thought was given to advancing educational interests in Norway. The work of her cathedral schools had been little improved during the centuries that had passed since their establishment. When at last Norway became a free constitutional state and these Norsemen breathed the air of freedom, felt the exhilaration of greater personal liberties, realized that their destiny was to be of their own making, and fully sensed their important responsibilities in the situation, they all, ecclesiasts and politicians, capitalists and laborers, combined in developing their schools in ways calculated to lift the masses to higher intellectual planes. The changes wrought were in relation to what was to be taught and to the extension of learning. An opportunity for instruction was given to every youth in the land.

For a long time the ancient languages formed the bulk of higher learning, while in the primary schools only the rudiments of a few subjects were attempted. Social tendencies soon required an increase in the number of branches to be taught, and also laid added weight upon the importance of such study as would be of benefit in vocational activities. Accordingly, mathematics, history, geography, and nature study became more prominent features in all schools. One of the best characteristics of the work throughout is that the mother-tongue has been at all times a dominating factor through every grade of their schools. Later in the process a demand for the modern foreign languages was responded to favorably and they took places in the curriculum of the higher school. These changes bring us down through the last century to the recent forms in courses of study and we shall introduce the reader immediately into the present situation.

Besides the institutions for higher learning there are now three distinct sections in the school system of Norway, viz.: Primary School, Middle School, and Gymnasium. The primary school is designed to provide education of an elementary type for every citizen of the country. By vital cooperation and the exercise of great care in organization, distribution, supervision, and inspection of these schools, the people have overcome illiteracy and have reduced truancy to a minimum—almost to a negligible factor. They are unitedly converted to the belief that an enlightened populace is a necessity to the continuity of desirable institutions, to the development of resources, and to the maintenance of worthy traditions. To secure for all the essentials of good and intelligent citizenship, an attempt has been made to have the curriculum for the primary schools include the branches of study which have meaning in every walk of life, and which enhance the efficiency of each citizen in his individual activities. In short, it is the intent that all the people shall have the more abundant life which comes with a thorough, general, elementary education; and, at the same time, that they shall be prepared for the higher schools which build on the broad foundation of the common school.

Following the primary schools are the middle schools which lead still farther in the pathway of intellectual development those whose situation in life enables them to proceed with school work. Besides carrying forward the lines of study begun in the lower school with added vigor and exactitude, they include a large amount of work in foreign modern languages. Thus we see that this second section in the great institution of learning fills in the elementary framework, enriches the fund of information, adds a considerable amount of culture, and paves the way for the more liberal training to follow in the next section.

The Gymnasium succeeds and builds directly upon the work of the middle school. Its function is to provide a liberal culture and education suited to the needs and desires of those who become in large part the leaders in all phases of political, professional, or other social careers.

Thus we note that the succeeding steps taken in the educational ladder are in harmony with and dependent upon preceding work. While only a correspondingly small number pass to the summit, all the people enjoy the advantages of the broad fundamentals and generalizations which lie at the base of their educational system and equip very well for the common walks and vocations of life. In our discussion we shall separate the work of the three sections and consider them one at a time. It seems advisable to handle them in this way, and we believe that a more adequate conception of the work as a whole will be obtained by offering first the part affecting all the people and dealing with the primary schools.

II. THE PRIMARY SCHOOLS

The primary schools are of two kinds,—those specially designed for the rural sections of the country and others provided for the towns and cities, the latter being somewhat richer in curricula, more complete in organization, and more thorough in operation than the former. Considering the fact that such uniformity characterizes the courses of study in the various schools, it will be necessary to present but one outline for each class of schools. An effort has been made to select courses that are representative and which clearly set forth typical conditions. Table VIII gives the program of work offered in one of the rural communes, and shows the number of hours per week devoted to each branch of study for the seven years in the course. Just after the legislative act of 1889, the Department sent out a "normal plan" which served as a guide in arranging the time-tables for rural municipalities. As a result great uniformity exists.

TABLE VIII

Table Showing the Number of Hours per Week for Each Branch of Instruction in the Course of Study in Fredrikvaern Commune.[21]

The program just above is normal and typical in every respect. The schools are very uniform in their work and, as previously stated, no further tables are necessary in order to give a concise idea of the work generally presented in the rural districts of the entire country.

The second program selected is the one used in the primary schools of Christiania.[22] The schools of this city are among the best and are taken as models for a number in other cities and towns.

TABLE IX

Course of study showing weekly hours in Christiania Primary Schools.

[Note: Year 1910-1911.]

[Note A: B refers to boys, G to girls.]

The comparative table on page 106 clearly evidences the similarities already referred to and, at the same time, serves to indicate all variations. However, in the making of comparisons, difference in the number and distribution of hours is more a matter of method or correlation between branches than an indication of actual difference in accomplishment. For example, a large number of hours for writing may mean exclusively work in practice writing, but it is very probable that it will include a considerable amount of work in the mother-tongue or a definite correlation with nature study, history, or religion. The fundamental standard by which work is judged or measured is whether it prepares the pupil fully for work in the middle school.

TABLE X

Comparative table of Courses of Study in ten cities. [Transcriber Note: Table split]

[Note A: B refers to boys, G to girls.]

Religion Reading Reckoning Riting

The four R's in Norway's educational system form the center of their educational endeavors. Only a superficial glance at the tables presented is necessary in order to notice their prominence throughout the course of study. While the amount of time devoted to them is in itself a sufficiently strong indication of their predominance, we must also carry in mind an allowance for closest possible correlation between them as constant and additional factors along the same line. Bearing these things in mind we enter at once upon the discussion of the course of study or school plan. Though the programs presented and digest of plans following or accompanying are taken from particular schools, the discussion throughout will be general unless otherwise specified. For varied reasons, but chiefly because they are typical, specific, and concrete, the courses of study used in Christiania—primary and secondary—are chosen as illustrations. The following is not a verbatim translation of Christiania's plan of instruction but an abbreviated statement of the work as outlined in their published school plan (Skoleplan). I have endeavored to select the more vital points throughout and to represent them as exactly as a condensed version renders possible. Where inaccuracies or omissions occur they are due to a demand for economy—the things omitted not being regarded as absolute essentials to a correct representation of the intent and spirit of the work as carried on.

OUTLINE OF SUBJECTS OF INSTRUCTION

Religion

Aim. The aims of instruction in religion are to develop the religious instincts of the children and to instill in them a recognition of Christianity, out of which may grow a healthy Christian life and a clear conception of the church.

To attain these, an effort is made to impart the following fund of information:

Definite acquaintance with the more important parts of Bible history, with the chief events in church history, and with the catechism according to the Evangelical Lutheran creed.

First Division

Class I. (Six half hour periods weekly.) Instruction during the beginning weeks consists in simple stories, songs, hymns, prayers, and conversations designed to impart a knowledge of Christianity, ethics, and morals; to effect definite connections with previous home training; and to awaken and develop religious and moral attitudes in the children preparatory to the more direct instruction to follow.

The real instruction in Christianity or religion begins with Bible stories selected from the Old and New Testaments and specially adapted to the understanding of the children and their ability to master the same. The following stories are among the ones used: The Story of Joseph, Samuel and Hannah, David and Goliath, The Birth of Jesus, The Three Wise Men, Jesus in the Temple, Jesus Feeding the Five Thousand, Jesus Raising the Widow's Son, Jesus Blessing the Children, Jesus Teaching the Disciples How to Pray. The stories are presented orally and explained and elucidated in such a way that the children may receive clear and vivid pictures of the persons and events referred to, appreciate their connections with the Holy Scriptures, and be able to rehearse the narratives in an intelligent manner. Whenever possible the religious or moral content of the conversation should be brought to a climax in a simple passage of Scripture, a response from the catechism, or a verse of some hymn, which should be memorized.

Class II. (Six half hour periods weekly.) Bible stories from Old and New Testaments taken mainly from the time of the patriarchs and Moses. Among them are the following:

From Old Testament: The Creation and Eden, The Fall, Cain and Abel, The Flood, The Call of Abraham, Abraham and Lot, The Birth and Offering of Isaac, The Marriage of Isaac, Esau and Jacob, Isaac Blessing His Sons, Jacob's Flight, The Birth and Rearing of Moses, The Call of Moses, Moses Before Pharaoh, The Exodus from Egypt.

From New Testament: The Birth of Jesus, Jesus' Entry into Jerusalem, Jesus Suffering in the Garden of Gethsemane, Jesus' Death on the Cross, The Burial of Jesus, The Resurrection of Jesus, The Outpouring of the Holy Ghost. Instruction is exclusively oral. Historical references are disregarded. Historical situations are frequently clarified by references to the history of civilization and geography. New phases of God's dealings with men and their attitudes toward Him are singled out and presented for consideration. Passages of Scripture and others from the catechism or hymns are treated in connection with the Bible stories as they are told.

Class III. (Six half hour periods weekly.) Biblical history up to and including the time of Solomon, characteristic stories from the prophetic period, and selections of Scripture from the New Testament designated officially for study in reference to certain church holidays. Among the topics included we find: The Tower of Babel, God's Covenant with Abraham, The Visit of the Three Men, The Lord Visits Sodom and Gomorrah, Jacob Serving Laban, Jacob's Return, The Travel to Sinai, The Giving of the Law, The Unfaithfulness of the People, The Travels from Sinai to Jordan, The Death of Moses, Joshua Leading the People into Canaan, Gideon, Ruth, Samuel, Saul Becomes King, Saul Rejected, God Chooses David to be King, David and Jonathan, Saul Pursuing David, The Death of Saul, David Chosen to be King by the People, The Fall and Restitution of David, Absalom, The Last Days of David's Life, Solomon, Elias, Jonah, Daniel. The matter covered in Classes I and II is again taken up, to which the above is added in historical connection. To this material Biblical geography and cultural history are added as needed, while hymns, passages of Scripture, or selections from the catechism are continually used. Through constant reviews the moral and religious contents from the various sources are connected into successive groups, each group centering around the life of some prominent Biblical character. Instruction is chiefly oral, though some reading from text is a privilege which may be indulged in as an aid. A certain amount of catechismal work may be assigned as home lessons.

Second Division

Class IV. (Boys four hours, girls three hours, weekly.) New Testament history centering in the stories of Jesus' childhood, His miracles, and His easier parables. New stories taken up: The Birth of John the Baptist Foretold, The Birth of Jesus Foretold, The Birth of John the Baptist, Jesus Presented in the Temple, The Flight into Egypt, Appearance of John the Baptist, The Baptism of Jesus, Jesus is Tempted, The First Disciples Come to Jesus, The Marriage in Cana, Jesus Visits Nazareth, Jesus Choosing the Twelve Apostles, Jesus Heals the Centurion's Servant, The Death of John the Baptist, Jesus Healing the Palsied, Jesus Raising Jairus' Daughter, The Woman of Canaan, Parable of the Unmerciful Servant, The Good Samaritan, Jesus at the House of Martha and Mary, Parables of the Lost Sheep and the Lost Coin, Parable of the Prodigal Son, Dives and Lazarus, Healing of the Ten Lepers, Parable of the Publican and Pharisee, Parable of the Marriage of the King's Son, Easter, Pentecost. The extent to which details of stories, Biblical geography, cultural history, and passages of Scripture or catechism are included is governed by the maturity and education of the children. In this class considerable attention is given to the reading of hymns and New Testament Scriptures from the four Gospels (elucidating obscure passages and difficult sentences), to connections between Bible stories and history, and to chronological sequence.

Class V. (Boys four hours, girls three hours, weekly.) Continued instruction in New Testament history, especially the parables of Jesus and the story of his passion and resurrection. To this is added the account of the founding of the first Christian church and its spread by the efforts of the chief apostles. The work includes the following new stories: Jesus and Nichodemus, Jesus and the Samaritan Woman, Jesus Commences to Speak in Parables, The Transfiguration of Jesus, Peter's Confession, The Man Born Blind, Jesus the Good Shepherd, The Raising of Lazarus, Jesus in the House of Zacchaeus, Jesus in Bethany, Parable of the Labourers in the Vineyard, Parable of the Ten Virgins, Washing of Feet, The Lord's Supper, Jesus in Gethsemane, Jesus Before the High Priest and the Sanhedrin, Jesus Before Pilate and Herod, Crucifixion of Jesus, Christ's Burial, The Resurrection, Jesus Appears to the Two Disciples on the Way to Emmaus, He Appears to the Disciples in Jerusalem, He Appears at the Sea of Tiberias, The Great Commission to the Disciples, His Ascension, The Outpouring of the Holy Ghost on Pentecost, The First Miracle and First Persecution, Stephen, The Ethiopian Eunuch, Saul, Cornelius, Paul Preaching the Gospel to the Gentiles.

Bible reading, the catechism, Bible history, and hymns are studied as in former classes, but more intensively. Besides the catechism, passages of Scripture, containing great Christian and moral truths are to be impressed and memorized verbatim. Continuous reviews through the years enable the children to connect several stories into groups, and to acquire complete information regarding the life and work of Christ. A small instruction book is used. First part and Article I of the second part are studied.

Third Division

Class VI. (Four hours weekly.) Bible history and Old Testament taken up simultaneously—Bible reading and ecclesiastical history alternating. A deeper knowledge of sacred history is sought. Striking illustrations of God's plan of salvation operating among the Jews are given, designed to enable the children to appreciate the redemptive meaning of Old Testament history. Emphasis is placed on the period just preceding the time of Christ. New stories introduced: The Division of the Kingdom, Elisha, The Downfall of the Kingdom of Israel, Isaiah, Jeremiah, The Fall of the Kingdom of Judah, The Jews under Babylonian Captivity, Their Return from Captivity, The Last Four Hundred Years.

Familiarity with Old Testament Scriptures and history, Biblical geography, and cultural history is to be gained. Articles II and III of the second part, and the third, fourth, and fifth parts of the instruction book are taken up.

Class VII. (Three hours weekly.) One Gospel—Matthew—is read connectedly and followed by a treatment of selected parts from the Acts of the Apostles in connection with the work of Biblical history in the fourth and fifth grades. All materials previously gathered from the various sources are again taken up, applied, and centered.

Narratives relating to important periods of the church. Among them:—The Persecutions (under Nero, Polycarpus), The Victory of Christianity (Constantine), The Christian Ceremonies, Augustine, Hermits and Monks, The Spread of Christianity, The Popes, The Crusades, The Preparation for the Reformation, The Lutheran Reformation (Luther, the Jesuits, the Catholic Mission), The Lutheran Church in the Seventeenth and Eighteenth Centuries, in the Eighteenth and Nineteenth Centuries, The Mission, Bible Societies.

The aim in this division is to give information regarding the development of the church in general, and of the Lutheran church in particular. Narratives are grouped around great central characters—Christian personages. A realization of the lofty aims of Christianity on the part of the children together with an appreciation of their duties and responsibilities as members of the Christian church is the intent. By means of an instruction book the main divisions of church history, general history, and the history of Norway are correlated. Information contained in the hymn book acquaints the children with the ceremonial order of the ecclesiastical year as well as with the contents and order of the book itself. The study of previously memorized hymns and verses is emphasized and enlarged upon.

It is to be remembered that in Norway church and state are united. Religious and scholastic interests are under the direction of the Department of Ecclesiastical and Educational affairs. The minister of this department of State is one of the King's cabinet. Here we find one of the numerous attempts at the solution of the vexing question of moral instruction, or, to be more exact, religious instruction in the public schools. While the provisions for this teaching are not faultless, and though their course of instruction could not be adopted for use in America with its medley of religious prejudices, yet we must acknowledge that they are well adapted to the needs and desires of the people served. The citizenship of the country is homogenous religiously, almost universally Lutheran, and their traditions militate against any change in religious creed. The teaching of religion in the schools has been the practice for generations, the instruction is taken as a matter of course, and it exerts its beneficient influences upon all.

There are a number of important features of this moral instruction which press their claims for special mention, but we cannot discuss them all. A few, however, demand some attention. The statement of the proverb, that as the twig is bent so will the tree be inclined, has been borne out in practice times without number. Here, it seems to me, is one more illustration. Throughout their whole school life—that receptive, appropriating, formative period—the children have constantly before them ideals that are elevating, examples that are inspiring, and admonitions that tend to create and develop within them an ambition to excel in beauty of character. That the morals of society are not kept more nearly pure by this procedure seems a psychological impossibility. Again a rather successful attempt is made to have the home and school cooperate along the lines of personal purity. In fact the home, the school, and the church join hands and supplement each other in all efforts in religious and moral training. True it is that striking examples of nobility of character, high ideals, and moral worth abound in profane history as well as in sacred, in secular life as well as in religious, in living characters as truly as in those of past ages, but the school system of Norway provides ample opportunity for presenting all of these things in connection with their regular instruction in the various subjects taught, and, in addition, furnishes particularized instruction which makes a specialty of moral and religious development. It seems imperative that, when these ennobling lessons are thus vividly presented, the powers of imitation and habit should combine in the creation of stronger and nobler characters.

Nevertheless, when religious instruction is made a requirement, it too frequently becomes formal and literal rather than spiritual and lifegiving. That this great misfortune is the case in some of the secondary schools of Norway is an indictment which cannot be denied. However, in the primary schools the instruction is fruitful and important. As a consequence of these conditions the statement is common among many that in looking back over the years of religious instruction they recall numerous happy instances of earnest, heartfelt prayer and Bible stories accompanied by intense feeling on the part of the teacher. Other experiences reveal the fact that some of the teaching profession had not the sincerity and feeling back of their instruction required in order to give vitality and meaning to the lessons presented.

The entire question of instruction in morals in our public schools is one of pressing importance. It is being agitated in many lands today and a solution is sorely needed. Were all classes of society united as to what should be included in this instruction the matter would adjust itself very readily. However, social conditions in a single nation are more or less diverse, and between different nations still greater breaks are to be found. In fact the ideals and conceptions of society are so varied that no one present system would suffice for all. Could a code of ethics be formulated which would meet universal approval then its adoption and use might be hoped for. Until then each nation must necessarily follow the plan which seems best adapted to its social requirements. As already stated, the people of Norway are nearly all adherents to the Lutheran creed so there are very few dissenters from the common rule. Provision is made in the law that those who do not adhere to the state church and object to receiving instruction in this particular line may, upon request of parent or guardian, be excused from such instruction.[23]

Norwegian

Aim. It is the aim of the instruction in Norwegian to further the mental development of children, especially their linguistic ability. In this course of activity they should acquire:

(1) Efficiency in apprehending and assimilating what they hear or read, confident readiness in reading, plain articulation, and correct and natural accentuation.

(2) Efficiency in expressing themselves orally and in writing without making any serious errors in the common usage of language or the rules of composition.