To find lodgment in the heart and expression in the experiences of youth, religious principles must be made to appear practical and vital.
They must be shown to be desirable in themselves and in their ends.
To teach religion successfully one must be a living example of its true values, an earnest interpreter of its meaning and power, and a sympathetic friend of the pupils. Besides this he must be a genuine teacher with a knowledge of youth and ability to help others obtain a clear conception of the beauty and worth of the nobler life.
Religion and morality are so intimately bound up with life's activities that it is difficult to consider them in and of themselves. It is quite impossible to curriculize and present them as subjects for study and instruction without building up in consciousness the idea that they may or may not be phases of life. When this is attempted it is liable to diminish rather than to increase their true meaning.
It is at least possible that the most favorable results come through specific occasions which arise apart from set requirements. A genuine experience in real life is the best illustration of what morality and religion mean, and it furnishes the most secure foundation for instruction along these lines.
Few lessons and no subjects of instruction can be fully presented without giving considerable attention to their moral and religious phases. If a lesson is completely mastered its moral and religious contributions will have been taken over and appropriated along with any and all other contents. When the moral and religious values inherent in school studies receive their proportionate emphasis there will be no crying need of arranging special courses for their study. The seriousness of the situation at present lies not in the fact that there are no special courses of instruction in morality and religion, but rather in the condition that teachers fail to recognize their opportunities for giving such instruction. They should impress the children with the fact that morality and religion are component parts of life and that they give meaning and reality to every human experience.
While it would be gratifying to see these subjects taught as separate branches by individuals who could make them profitable, it is much more imperative that all teachers recognize their own responsibility in this regard, whatever subjects they have to teach.
_The Classics_
In common with those of many other countries, the school curricula of Norway have been saturated with the classics. For a long time the secondary schools were devoted largely to the presentation of the Hebrew, Greek, and Latin languages. About 1850, there arose a demand for an education which was more utilitarian. Nature study, the sciences, manual training, modern foreign languages, and home economics pressed their claims for recognition and the people became convinced of their values. The masses then began to investigate what right the languages of the ancients had for occupying so large a proportion of attention in school work.
Gradually the ancient classics were replaced by more modern educational materials. Hebrew and Greek were in their turn dropped from the list of required subjects and the time thus saved was given to work regarded as more vital and beneficial. In 1896, a very decisive step was taken when by legislative enactment Latin--the last of the dead languages--was omitted from the list of subjects required in the school curriculum.
This act of the Storthing has been severely criticised by some. However, the people whose right and duty it was to decide studied the matter carefully and thoroughly at home and abroad, and after calm consideration, acted in harmony with their best judgment, passed the law, and put in into immediate execution. The momentum of former practices, the force of tradition, or the example of other nations was not sufficient to control the Norwegian state in its action. It does not permit precedent to determine its policies, foreign nations to do its thinking, nor "well-enough" systems to prevent reform.
When higher ground is seen clearly Norway moves forward with all its power, determined to occupy and utilize the greater opportunities. Such was the condition of the state in its consideration of the classics in their school curriculum. They were willing that those individuals who might elect to pursue the study of the ancient languages should have the privilege to do so and they provided for them such opportunity. However, they were definitely convinced that to require all pupils to study these subjects in order to complete courses of study or enter the university was an injustice. To their credit be it said that when they are convinced that a certain course of procedure is best they have the moral courage to pursue it. In this particular instance the people were fully aware of the fact that they were taking a step which was a decided deviation from the straightforward course pursued for centuries by the leading national educational systems. Yet they became converted to the idea that for their own good, under their own conditions, and looking forward to their future as a state and nation, it would be the wiser solution to leave the classics behind and devote more time and energy to studies which they conceived to be more efficacious.
It is interesting to note the recent tendencies in this direction in other countries. In the United States Latin is becoming less and less a required subject of instruction in the high schools, and each year lengthens the list of colleges which do not require it for entrance.
Even conservative and classic-loving Germany has recently opened the doors of her universities to those who have finished the Real-gymnasia.
Thus they, too, acknowledge that the way of the classics is not the only road to higher culture and learning.
It has come to be almost universally recognized that the schools exist for the learner rather than the learner for the schools. To debar an individual from privileges for which he is prepared simply because he has not met certain inherited traditional prescriptions is rapidly becoming unorthodox. Norway seems to have set the pace for other nations in at least this one respect, and her clearsighted move in displacing the classics by the introduction of larger amounts of modern foreign languages and other branches of greatest present utility is being followed by other nations of sound pedagogical principles.
_Physical Culture_
Few are the instances where the physical development of the children is so effectually provided for as among the Norwegians. Gymnastics is a regular feature throughout the entire course of study until the completion of the gymnasium. In addition to this the universal rule of requiring the pupils to go into the open air during the intermissions which follow every class meeting has its good effects. Athletic sports also have recently become more important features of school life.
Fortunately they have not reached a point of specialization where their values are open to question.
Buildings and grounds are constructed and laid out with the physical welfare of children in mind. As a consequence we find gymnastic halls well equipped and grounds supplied with the advantages most essential in the accomplishment of the desired end, viz., a strong and vigorous body in which to develop a sound mind. Their school grounds are small, making a crowded condition the rule in the larger schools. Strange as it may seem, the same unfortunate condition prevails almost universally in our own land where there appears to be little excuse for congestion.
However, the size of the grounds is perhaps a matter of minor importance, especially when compared to their use. Space and equipment may be regarded as incidental; use is the all-important part. Our grounds are not used. We rarely have but one, if any, intermission except the noon hour, the greater portion of which is occupied in going for the midday meal. The results of the Norwegians' enforced, frequent, and regular use of the playgrounds are in evidence on every hand.
Robust, vigorous, buoyant, active, healthy, sound, alert, and the like adjectives are the appropriate ones to use in speaking of the physiques of their pupils.
Were the influences of bodily conditions upon mental growth and activity fully appreciated, the schools would doubtless make a sudden shift toward providing adequately for physical education. Physical development has been regarded with considerable favor for some time, but it has usually been a secondary affair when it should have been introduced as a vital feature. Educational systems should provide for the training and development of the physical as well as the mental life. They are dependent upon each other and are in fact two phases of the same life It is obviously wasteful to seek to develop the one without regard to the other, or to attempt the cultivation of one at the expense of the other.
_Vocal Music_
Music is among the most potent factors in developing national spirit and loyalty. Plato wrote: "Any musical innovation is full of danger to the whole state, and ought to be prohibited.... When modes of music change, the fundamental laws of the state always change with them."[28] Napoleon stated that if he might write the nation's songs he cared not who might write its laws. Music in the better forms has moved individuals and nations to great accomplishments, and its efficacy is generally recognized. As a means of education, however, it receives far too little attention.
The quality of music sung in the schools of Norway has some points of superiority. One feature in making it a powerful contributor in developing loyal and competent citizens is the use they make of the best compositions from their own writers. Their poets and musicians have furnished large amounts of excellent productions. They sing of their heroes and of their national ideals and achievements. The spirit in their songs reflects the soul of their fatherland. The influence upon the lives of the pupils contributes to solidarity of the nation and to love for its institutions.
Contrast this with the results of the rattle of rag-time and jigs. Too much of our public school, Sunday school, and church music has been of this order. Public school music and education along this line are matters deserving more attention than they receive. Recent introduction into many schools of victrolas with records of masterpieces produced by the leading artists of the world point to a recognition of the educative value of the better quality of selections. To hear the same productions direct from the soul of the artist would be many times as effectual as any mechanical reproduction, but this is beyond the reach of the masses.
Present indications give assurance that the near future will see music more nearly occupying its legitimate place in our educational provisions.
LINES OF INSTRUCTION IN THE GYMNASIUM
In the second and third years of gymnasial work three courses of study are open, viz., _Real_, _Language-History_, and _Language-History with Latin_. Here pupils get their first experience in electing the line of work wherein their study shall center. This seems a rather fortunate provision, for by this time likes and dislikes for certain subjects of study, special aptitudes along specific lines, and choice of life work are coming into the foreground of consciousness. The pupils' likes and aptitudes working together influence their decisions concerning life's activities. Again the disposition and nature of individuals render one line of study more attractive and beneficial than either of the others.
There are, indeed, many influences at work upon pupils of such age which make it appear highly advisable to follow some particular line of study.
Whether pupils go into the chosen line of life work directly from the gymnasium or by way of the university, it is of distinct advantage to specialize along the line for which they are preparing. Should they intend to teach, they would doubtless prefer studying most the subjects to be taught. In these they would have deepest interest, and from their pursuit they would derive greatest profit. If they determined to study theology, law, medicine, or some other special phase of learning, they would make selection of gymnasial course with that object in view.
Whatever the work to follow completion of the gymnasium, the different courses prepare for the narrower specialization which characterizes life's activities and all their university study.
The following table presents the exact work represented by the three courses in form convenient for comparisons.
TABLE XII.
The Three Courses of Study in the Gymnasia of Norway Showing Weekly Hours Given to Each Subject.[A]
1 2 3 I II III I II III I II III ---------- ----------- ----------- Religion 1 1 1 1 1 1 1 1 1 Norwegian 5 6 6 5 6 7 5 6 6 German 4 3 3 4 3 3 4 3 3 English 4 2 1 4 7 7 4 2 1 French 4 2 2 4 3 5 4 3 3 Latin 7 11 History 3 3 3 3 5 5 3 3 3 Geography 2 1 2 2 Natural Science 4 5 7 4 2 4 2 Mathematics 5 6 6 5 3 5 3 Drawing 1 1 -- -- -- -- -- -- -- -- -- 30 31 31 30 30 30 30 30 30
[Note A: 1. Singing and gymnastics--5 or 6 hours per week are omitted from the table.
2. 1, Real course, 2, Language-History course, 3, Language-History course with Latin.]
As the table shows, the three courses are identical during the first year and uniform in religion and German throughout the three years. The Language-History course lends itself favorably for purposes of comparison. It stresses the importance of several modern languages and history, giving to them a preeminence over all other work. The _Real_ course reduces the work in English, French, Norwegian, and History and increases the amount of science and mathematics. The course including Latin makes similar reductions but emphasizes Latin instead of the sciences and mathematics.
The Norwegians believe it better and cheaper to offer the different courses in the same school than to provide separate schools. This plan necessitates less duplication and at the same time affords quite as adequate facilities for whatever specialization the different courses represent.
CO-EDUCATION
Whether schools should be co-educational has been a live question among many nations for generations, and considerable time will yet elapse before unanimity of opinion is reached.
Nearly all the schools of Norway are co-educational. However, in some of the city systems boys and girls use different playgrounds, and in certain schools they are segregated also for purposes of instruction.
These matters are governed according to the wishes of the inspector or the desires of the principals of the different schools. The aim is to combine the better phases represented in various methods and to adopt the plan best suited to the local situation, or the one to which the person in charge is converted and in which he can, because of his convictions, accomplish best results.
"The separation of the sexes is complete in all the schools of Germany excepting some of the primary classes. The advisability of this is a large question, but by no means a settled one.... Germany feels that she has the proper solution, while in America, with an opposite answer, we feel for the most part satisfied."[29]
In American public schools co-education is almost universally practiced.
In reference to this matter we give the opinions of some prominent educators. The lamented Dr. Harris, while engaged in the St. Louis, Mo., schools, wrote: "Discipline has improved continually with the adoption of mixed schools;... the mixing of the male and female departments of a school has always been followed by improvement in discipline, not merely on the part of the boys, but on that of the girls as well. The rudeness and abandon which prevail among boys when separate at once give place to self-restraint in the presence of girls. The prurient sentimentality engendered by educating girls apart from boys... disappears almost entirely in mixed schools."[30] The Honorable John Eaton while Commissioner of Education of the United States made report concerning the co-education of the sexes in several hundred large and small cities in the Union. The tenor of the entire report is well summarized in the following sentence: "We are created male and female; all the impulses and activities of nature enforce co-education; if we must live together we must be educated to that end; to educate separately is an attempt to change the natural order of human economy."[31]
In our higher institutions of learning the situation is much the same.
The Commissioner of Education, referring to the State University of Iowa, writes, "The report of the president says that the experience of the institution has uniformly been favorable to the co-education of the sexes; that their influence on each other in the acquisition of learning has been most beneficial as well as conducive to orderly habits. The presence of both sexes is considered 'an invaluable feature' in restraining indecorum and an 'inducement to every virtue.'"[32] The practice has continued with similar results throughout the entire country.
Instances favorable to co-education might be multiplied. Its adoption has become a foregone conclusion so far as our general system of education is concerned. True we do have some colleges and a few secondary schools devoting themselves exclusively to the education of one or the other of the sexes. Not many of them are state institutions.
They are usually private schools and they answer a certain demand whether well founded or not.
There are certain questions in connection with the education of the sexes which are fundamental and need considerable attention. However, no attempt can be made here to solve the many important problems suggested.
It is the intent only to emphasize the necessity of being awake to real conditions and to indicate the fact that herein lies a field for the educator's most careful consideration.
The questions arise: Are the natural functions of man and woman enough alike to justify making their education identical, and will the adoption of such a plan of education result in the advancement or deterioration of the race? A recent article referring "to the endeavor to use women industrially, socially, and politically on the same footing as men"