The School System of Norway

INDEX

Age of pupils, 44-49;
completing secondary schools, 48;
on entering the university, 48;
in teachers' seminaries, 49.
Age of teachers, 49.
Agriculture, 24.
America of interest to the Norwegians, 173.
Apparatus, 145-146.
Astronomy, 177.
Attendance at school, 54, 77.
Authority, 189.
Certificates, 80.
Centralization of authority, 191.
Christiania's central kitchen, 75, 76.
Christianity established, 20.
Church and state united, 115, 184.
Classes, size of, 40.
Classics, in America, 204;
in Germany, 204;
their decline, 202.
Climate, effects of, 183.
Co-education, 40, 210-214;
in America, 211-213;
in Germany, 211.
Cooking, 148.
Co-ordination, between grades, 149;
between subjects, 162;
of educational agencies, 186.
Correlation, 223;
between schools 189, 190.
Course of study, 57, 96-181, 197-207, 209, 218, 219;
aim of, 148;
changes in, 97;
development of, 97-101, 222, 223;
during middle ages, 96;
linguistic-historical, 31;
Latin, 31;
real, 31;
secondary, 171;
suited to people served, 219;
uniformity of, 198.
Defective children, 186.
Department of Ecclesiastical and Educational Affairs, 51.
Delinquents, mental, 187; moral, 187.
Diocesan directors, 52.
Discipline in school, 76, 77.
Distribution of schools, 34, 35.
Drawing, 146, 147.
Educational commission, 52.
Educational attainments, Norway and America compared, 216-219;
time required, 217, 218.
Educational authority, 188.
Educational equipment, Norway and America compared, 49, 50.
Educational requirements, 27, 34;
parents held responsible for, 55.
Educational standards, 54, 55.
Educational system, 184, 188.
Electives, 207, 208.
English, 156, 172, 173;
in elementary schools, 173;
its grammar, 156;
length of course, 173;
methods in, 156.
Examen artium, 31.
Examinations, uniformity in, 188.
Exceptional child, 186.
Eyesight, 77, 78.
Fisheries, 24.
French, 168-170;
difficulties in study of, 170;
length of course, 169.
Geography, 129-134, 158, 159, 177;
aim in, 129, 159;
methods of presenting, 130-133;
of America, 133;
texts, 159.
German, 154, 155, 167, 168;
authors studied, 168;
methods in, 155.
Grammar, 153, 154, 156.
Gymnasium, 100, 163-181, 207-210.
Gymnastic halls, 69.
Gymnastics, 69, 70, 74, 75, 148, 204-206;
apparatus, 148;
during intermissions, 69, 70;
Swedish system of, 75.
Hall, G. S., 189, 190.
Harold, the Fair-Haired, 19.
Health of pupils, 77, 78, 148, 205.
History, 19, 134-139, 156-158, 174-177;
aim of, 134, 138;
beginnings in, 134;
methods in, 157, 158, 176;
of Norway, 176;
nature of work in, 157;
related to geography, 135;
stories, 134, 135, 138.
Houses for janitors, 70;
for principals, 70;
for teachers in the rural districts, 70, 71.
Ideals of the people, 182, 183.
Illustrative materials, 66.
Imitation, law of, 82.
Industrial training, 147, 148.
Industries and occupations, 24.
Infant schools, 53.
Intermissions, 69, 70.
Laboratories, 67, 68, 69.
Latin, 173-174, 202;
courses in, 167;
length of course in, 174;
methods in, 174.
Libraries, 67, 68.
Lumbering, 24.
Lunches, 75, 76, 215, 216.
Lunch rooms, 69;
in Christiania, 215, 216.
Luther, influence of, on education, 184.
Lutheran church, 114, 115.
Management of schools, 188-191.
Manual training, 147, 148.
Martin Luther's influence in education, 184.
Mathematics, 125-129, 160, 178, 179, 223;
aim in, 125;
connection between phases of the subject, 160;
co-ordination in, 128;
methods in, 128, 129;
texts in, 129;
thoroughness in, 160;
use of, 128.
Medical inspection, 77, 78.
Mental delinquency, 187.
Methods, 72, 73, 74, 82, 83, 219-222;
in German, 155;
in history, 157, 158, 176;
in mother tongue, 118, 119;
in nature study, 140;
in religion, 163, 164, 200.
Middle school, 31, 32, 100, 149-162;
its aim, 149, 150;
its foundation, 149;
length of course in, 149, 150;
its limits, 149;
work of, 31, 32.
Moral delinquents, prevention and care of, 187.
Mother tongue, 118-124, 152-154, 164-167;
aim on instruction in, 118;
correct use of, 123;
in America, 124;
inclusiveness of work in, 123, 124;
methods in, 118, 119;
nature of work in, 166, 167.
Natural history, 179-181;
laboratory work in, 180, 181.
Nature study, 139-146, 161, 162, 179-181;
aim of, 139;
illustrative material in, 140-146;
character, 161, 162;
laboratory work in, 180, 181;
methods in, 140;
scope of, 139.
Norway, adopts constitution, 20;
area of, 22;
becomes independent, 22;
climate of, 23;
development of, 20, 183;
geography of, 22;
history of, 19;
nights in, 24;
period of transition in, 183;
political divisions of, 22;
revolt of, 20;
its union with Denmark, 20;
its union with Sweden, 20.
Normal schools in the United States, 193, 194.
Norwegians, characteristics of, 25, 26, 27;
as colonizers, 20;
as sailors, 25;
conservative, 184, 185;
democratic, 184, 185.
Observation and practice, 83, 84.
Occupations, 24.
Offices, 67, 68.
Officials, duties of, 188;
efficiency of, 189.
Organization, needed in America, 189.
Paganism overcome, 85-86;
significance of, 86;
use of, 86.
Teachers' training, 81, 83, 84, 85, 191-195;
for secondary schools, 85;
in Germany, 192-193.
Teaching as a profession, in Norway, 79, 80;
its value, 196.
Technical schools, 185.
Vikings, 19.
Vocal music, in America, 207;
its influence, 206;
Napoleon on, 206;
nature of, in Norway, 147.
Writing, 146.

[1] The Constitution (Grundlov) adopted at Eidsvold, Norway, May 17, 1814.

[2] Statistics for 1907—the last published.

[3] The law requires the opening of residences having sufficient room for the accommodation of these groups of pupils for instructional purposes. Law for Rural Schools, Sec. 41.

[4] Law for Higher State Schools, Sec. 2.

[5] Statistics for 1907.

[6] Law for City Schools, Sec. 5, as amended on August 15, 1908.

[7] Schools undertaking educational work of this character must meet specified standards in course of study, equipment, teaching staff, etc., to have their work accredited by the state.

[8] The only difference between state and communal schools consists in the fact that in the one case the state and in the other a commune takes the initial step in the establishment of the school and bears the larger portion of the burden in its maintenance. The work of the two is uniform in every particular. They are together referred to as state schools in contrast to private schools.

[9] Law for City Schools, Sec. 28 as revised in 1908. Law for Rural Schools, Sec. 26 as revised in 1908.

[10] Some are always appointed from outside the city of Christiania.

[11] Law for Rural Schools, Sec. 42.

[12] Law for Rural Schools, Sec. 5.

[13] Gathered from Law for Rural Schools, Sections 5, 15, 16, 56, 57, and 59.

[14] In communes where the number of regular teaching positions in the primary schools is fifteen or over, of which at least five are positions for females, one male and one female teacher occupying regular posts are chosen. In communes where the number of positions is under fifteen, one male or female teacher occupying a regular post is chosen. Where a male and a female teacher are to be chosen, the elections take place in separate meetings of the male and the female teachers, each selecting its representative; in the other communes election takes place in a common meeting. Election is for two years. The meetings are conducted by the chairman of the school board. Schools provided and sustained by the owners of industrial concerns within the communes may each be represented in the meetings of the school board, by an owner of such establishment, while matters pertaining to the school in which he is interested are being considered. Law for Rural Schools, Sec. 47.

[15] The law provides that there shall be on the school board a priest for each pastorate within the commune, though not to exceed three. In all cases of necessity the bishop having direction of church affairs in the locality appoints the ministerial members of the board. Their appointments are for three years.

[16] The executive board of the communal council each year elects one of its members to act on the school board for one year.

[17] In cities where the number of regular teaching positions is fifteen or more there are elected one male and one female teacher; and in cities where the number of regular teaching positions is less than fifteen, but at least five, one male or one female teacher. In cases where two teachers are elected, the sexes separate, each selecting its own representative; but where only one is elected they all meet together and choose one of their number. Election is for two years. The meetings are conducted by the chairman of the school board.

The above notes are from: Law for City Schools, Sec. 40.

[18] Law for Rural Schools, Sec. 15. A crown is equal to about twenty-seven cents.

[19] Law for Secondary Schools, Sec. 33.

[20] Reported in 1905 as already effective or to become effective immediately.

[21] Year 1905.

[22] Year 1910-1911.

[23] Law for City Schools, Sec. 4.

[24] An organization providing a series of weekly lectures by men of prominence from various places, for the populace and especially adapted to the working classes.

[25] The course with Latin includes 4 hours of French in the first year and 5 hours in the second; the real course offers it 4 hours in the first year, and 2 hours in the second and third years.

[26] A school law passed in 1896 omitted Latin from the course of study. Another act of the same Storthing granted privilege of offering Latin as an elective in several schools.

[27] Hall, G. Stanley, Educational Problems. Vol. I. p. 294.

[28] Plato, The Republic, p. 424.

[29] Bolton, F. E., The Secondary School System of Germany, 375.

[30] Report of Bureau of Education, 1891-1892, Vol. II. p. 807.

[31] Special Report, No. 2, 1883.

[32] Report of Commissioner of Education, 1878, p. 71.

[33] Whetham, W. C. D. and C. D., Decadence and Civilization, The Hibbert Journal, Vol. X. No. 1.

[34] Betts, G. H., The Recitation, p. 2.

[35] Hall, G. Stanley, Educational Problems, Vol. II., p. 295.

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