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