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]