_Class II._ L-H. (Five hours.) History of the Middle ages down to the French Revolution from Schjoth and Lange's General History. History of Scandinavia to 1720. In addition use two hours per week in historical readings including such topics as the feudal system, medieval poetry, the university, Venice, craftsmen and merchants in the middle ages, Fredrik II., Hanseatics and aristocracy in the north, William Pitt.
_Class III._ L-H. (Five hours.) Schjoth and Lange's General History finished. Scandinavian history in the nineteenth century. Review of all requirements. Taranger's Social Conditions or Civics. Historical readings including introduction to the French Revolution, state rights in Norway, general culture and political development in our time, Norway in 1814, historical events.
_Class III._ _Real_ and Latin. (Three hours.) History of Norway since the treaty of Kiel in 1814, and the history of Europe after the Vienna Congress, using Schjoth and Lange's General History. The more important features are presented in oral synopses. Besides this Taranger's Civil Government of Norway.
The study of history in the gymnasium builds very definitely upon the foundations laid in the primary and middle schools. The supposition is that the pupils are by this time capable of getting from texts the information they contain.
The class periods are devoted partially to texts of lesson preparation, but mostly to free discussion and to presentation of relevant material by the instructor. Bits of information regarding the private life of historical characters, minor incidents in their careers, and varied personal touches given by the teacher infuse spirit and vitality into the entire course. The lessons are brought directly home to the pupils and they are able to appreciate the fact that they are inheritors of past accomplishments and participants in present activities. Some of the most interesting and enthusiastic recitations I visited were in history.
All through the course in history Norway is given first attention and consideration. Its history is begun first, all along it is made the center around which the history of other nations is grouped, and finally it is given the concentrated, mature, and crowning efforts of those pursuing the long course of instruction. The closing year is generally devoted to a study of social and political conditions in the fatherland.
Norway's constitution with its many provisions and administrative features of government (general and local) is given to the youths in clear, concrete, and concise presentations. Upon leaving the gymnasium the young people, therefore, are in a position to appreciate the meaning, privileges, and responsibilities of citizenship. While they have their affections centered in their native land, they are able to comprehend the relative accomplishments, standing, and conditions of other countries.
_Geography_
_Class I._ (One hour.) Haffner's Physical Geography.
_Class II._ (One hour.) Steen's Mathematical Geography. Completed and reviewed.
_Class III._ (Two hours.) Arstal's Economic Geography. Review all requirements.
The gymnasial course in geography includes physical geography, astronomy, and political geography. It is rich and profitable. Under the head of physical geography are included such topics as physiography, petrography, dynamic geology, history of the world's development, the earth's surface, oceanography, and the atmosphere. While only a general survey of the respective fields is possible, the pupils obtain a pretty fair grasp of fundamentals and feel that they have a very good and adequate idea of what their home--the earth--really is.
The work in astronomy or mathematical geography, as it is frequently called, is concerned chiefly with the earth's place in the universe, the Copernican system, Keppler's laws, the moon, the earth (form, size, and motion), the celestial world in general, the sun's apparent motion, the sun as a measurer of time, etc., etc.
Political geography provides acquaintance with the earth in special reference to man's presence and welfare. It treats of his means of livelihood, ways of communication, and the conditions under which he colonizes, builds up cities, and develops generally.
_Mathematics_
_Class I._ (Four hours.) Algebra: Bonnevie and Berg's text. From beginning to "Series." Geometry: Bonnevie and Sorensen's text. Entire text covered and reviewed. Examples at home and at school.
_Class II._ _Real_ (Six hours.) Algebra: Bonnevie and Berg's text. From "Series" to end of text. Trigonometry: Johannesen's text. Completed and reviewed. Stereometry: Guldberg's text. Completed and reviewed.
Analytical Geometry: Guldberg's text. From beginning to "The Ellipse."
Problems at home and at school.
_Class II._ Linguistic (Two hours.) Algebra: Bonnevie and Berg's text.
"Series." Trigonometry: O. Johannesen's text. Solving of problems.
_Class III._ _Real_ (Six hours.) Guldberg's Analytical Geometry. E.
Holst's Higher Arithmetical Series. Review of all requirements in _real_ course. Solution of problems.
_Class III._ Linguistic (Two hours.) Review of the entire requirement.
Examples at home and at school.
In addition to completing the work begun in the middle school in arithmetic, algebra, and geometry; instruction in the gymnasium includes trigonometry, stereometry, analytical geometry, and higher arithmetical series. The methods of instruction are the same as those used in the middle school though, of course, adapted to the greater maturity and stronger mentality of the pupils. By the time pupils enter the gymnasium considerable ability should have been gained in working independently. Where necessary, the teacher cooperates in solving problems and makes sure that the principles involved are thoroughly understood.
Frequently during the recitation period several members of the class are called to the blackboard, one at a time, to perform operations under consideration. As the pupil develops the problem he explains every step taken as he proceeds. The other pupils observe closely, take notes, and offer suggestions. The instructor carefully supervises every move, giving explanations when necessary not permitting erasures or leaving any operation until all in the class understand fully. In this way hearty cooperation is secured. Every mind is actively engaged and the excellent results testify of the validity of the method.
Work in analytical geometry and higher arithmetical series is taken only by those in the _real_ course of instruction.
_Natural History_
_Class I._ (Four hours.) Chemistry: Waage's The Chemistry of Daily Life.
Gone through and reviewed. Physiology: Knudsen and Falch's The Human Body II. Studied and reviewed.
_Class II._ _Real_ (Five hours.) Isaachsen's Physics. From the beginning to "Heat." Review after having carefully studied. Exercises at home and at school. Botany: Th. Resvoll's text. Completed and reviewed.
_Class II._ Linguistic (One hour.) Botany: Resvoll's text. Completed and reviewed.
_Class III._ _Real_ (Five hours.) Isaachsen's Physics. From "Heat" to end of text. Entire text reviewed. Zoology: Chr. Bonnevie's text.
Studied and reviewed. Botany: Th. Resvoll's text reviewed.
_Class III._ Linguistic (One hour.) Zoology: Chr. Bonnevie's text.
Studied and reviewed. Botany: Th. Resvoll's text reviewed.
Natural Science or Nature Study in the earlier years of school life is less differentiated than it becomes in the gymnasium. Here we find the fields very definitely separated. The more important chemical laws, animal and vegetable development and growth (botany and zoology), and the more essential features of human physiology and hygiene form centers of attention throughout the three years. In the _real_ course physics also is stressed, though in the other courses of study little time is provided for it.
Not as much is made of the laboratory method as seems advisable. While every school has some provision for it they do not go at it in real earnest. Only one or two at a time can do first hand work. The others cooperate mentally and get some benefit, but they cannot reap the greater results which immediate individual experimentation yields.
One day during the progress of a lesson in zoology (where I was a visitor) a supply of live specimens arrived from the marine biological station at Drobak, and the remaining portion of the hour was devoted to investigations at close range. Interest was intense. Pupils dipped in (literally) and investigated at their own pleasure quite informally. The material was soon divided up into several receptacles, and around each of these gathered an eager group in an effort to use, handle, and examine every specimen. Those who had no interfering appointments for the succeeding hour accounted it a great favor to be privileged to continue this study for an extra class period. This is but one illustration of the interest attending laboratory work where each pupil may handle and examine for himself--where he may be a doer, an active participant instead of merely an observer.
Chapter IV
INTERPRETATIVE CONCLUSIONS
This chapter is for the consideration of some of the more important phases of the school system presented in greater detail in the foregoing chapters. The aim is to bring some features of Norway's system under close inspection, to interpret them in the light of commonly accepted pedagogical principles, to make comparisons between them and our own, and to suggest possible improvements where they seem to be needed. It is clearly evident that school practices admirably adapted to the social conditions in one country may be far from desirable in another. On the other hand, it is well-known that some educational means may be equally suitable in more than one country. Furthermore, certain fundamental principles are effectual wherever education is attempted. We shall hope to find some things worthy of being adopted bodily by us and others capable of transformation into shapes calculated to improve our educational practices.
THE PEOPLE AND THEIR IDEALS
The Norse are a sturdy race having potentialities capable of great accomplishment when once aroused and rightly directed. Conditions prevented these capacities from functioning with freedom until the middle of the last century when the store of energy which had accumulated during preceding decades and centuries asserted itself and effected a rapid rise in the political and intellectual status of the nation.
It is believed that Norway is now in a period of transition from a condition of mediocrity to one of eminence among the nations of the world. Politically, ethically, and educationally she assumes larger proportions daily.
As individuals the Norwegians are recognized among the leaders in literature, art, and science, and equal to any as pioneers in the development of the rich frontiers. As citizens they are enthusiastically welcomed everywhere. Climatic conditions and habits of life have given them the sturdiness of physique and vigor of mind which make them fearless and undaunted in the face of great undertakings and critical situations. They have become habituated to overcoming all obstacles in their way, and they naturally concentrate their energies for the achievement of their desired ends.
It is reasonable to expect similar traits in them as a nation. Their past actions declare these same tendencies and their present attitudes confirm the observer in the belief that the history of Norway will continue the story of regular and ever higher development. Their strongly democratic individuality seems to have been a factor in enabling them to realize and recognize their self in a very successful way. Matters of importance put the entire state into action and it ploughs through to the bottom of things. While very conservative, the state will not permit precedent to stand in the way of accepting new conditions when they are proven superior to the old. After thorough examination of every detail it passes judgment on the situation and then stands on that solution. Conservation has been an operating principle with them all along the line. A step in advance, some worthy achievement, new or loftier ideals, greater political freedom, and the like when once gained are always retained.
The union of church and state for example has been to their advantage.
Matters of religion and politics were handled by the same hands and as a consequence both were strengthened. Each found in the other sources of inspiration and power. They both recognized education as a necessary fundamental means for their preservation and advancement. Acting in the main on the educational ideals of Martin Luther the church accepted the chief responsibilities in the direction of school activities, while the state very cheerfully undertook the burden of their support. Through the processes of growth direct responsibilities have been more and more shifted to the state, though the church continues to exert very strong influence and render every possible assistance.
Resulting from this cooperative activity a system of education has evolved which is effectual in the improvement of the state and in the maintenance of the noblest ideals of the church. According to its design this system of schools qualifies all children in the land for intelligent citizenship, and prepares them severally for the performance of every function of state, the service of the church, and for the various arts, professions, and other occupations of life. In other words, Norway provides for her children educational advantages suitable to every legitimate requirement or desire. Thus its school system develops a loyal, well-trained citizenship capable of maintaining its highest ideals and eager to cooperate in moving the fatherland forward into greater and nobler achievement.