The School System of Norway

by David Allen Anderson

Comparisons between the educational equipment of the American youth and that of his Norwegian cousin at any given age are exceedingly difficult to make. We have not yet established any specific units or norms by which education may be measured. We can make neither definite nor satisfactory quantitative or qualitative measurements of accomplishment. However, a careful analysis of the respective courses of study, the qualification of teachers, and plans of work, supported by the testimony of those who have been teachers in both countries, seems to warrant the statement that the completion of the gymnasial course of study in Norway is comparable to the completion of the sophomore year of work in our American colleges and universities. The average age of students is about the same in both instances.

The American children spend a less portion of the year in school than do the children in Norway. While in our schools we generally have but thirty-six weeks of five days each in a year, inclusive of all regular and special holidays, the schools of Norway are in operation forty weeks of six days each, exclusive of holidays. Leaving out any consideration of holidays, the American school year usually amounts to one hundred eighty days, while in Norway they have two hundred and forty days of school. In other words, eight years of primary school and four years of high school in America represent only three-fourths as many days of instruction and study as are included in five years of primary school, four years of middle school, and three years of gymnasium in Norway. That is to say, to provide the same number of days of instruction it would take sixteen school years in America to equal twelve in Norway.

The specialization which characterizes the work of the students upon entrance to the Norwegian university brings their study within much narrower limits than that of our ordinary juniors in college. Their general cultural education concludes with the taking of artium while ours usually continues throughout the liberal arts course in college or until the degree of Bachelor of Arts has been received. A certain amount of specialization is common among our students during the later years of their college education, but it covers a wider range than in Norway and the greater portion of it is reserved for post graduate courses. In Norway the professional studies are taken up without any preliminaries immediately upon entrance to the university. In the better professional schools of America, one, two, or three years of collegiate work is required as a preparation for entrance.

I. ORGANIZATION—RELATION TO STATE, COMMUNE, AND CITY

The highest educational authority of Norway is vested in the Department of Ecclesiastical and Educational Affairs (Kirke-og Undervisnings-Departmentet), and the chief functionary in this department of government is a member of the King's cabinet (Statsraad). The work of the department is separated into two divisions, one of which supervises the ecclesiastical activities and the other the educational work of the country. This latter division is again separated into two bureaus, one having charge of primary education and the other being in control of secondary educational affairs. These bureaus perform the functions usually devolving upon such offices, the work being largely clerical. In addition there are the diocesan directors (Stift Direktorer) bearing the immediate responsibilities in primary education, and a state educational commission (Undervisningsraad) having large authority in secondary education.

Next to the department itself the school directors have authority over primary education. In fact the director has all but complete control in his territory even though the department is recognized as having the higher authority or powers. The King's cabinet appoints seven directors for the six dioceses into which the state is divided; two for the most northern, because of its greater extent, and one for each of the other five. The directors are paid by the state and are amenable only to the state, hence they exercise their powers in an endeavor to effect the best possible results educationally without fear or favor of local influences. They act independently in their respective territories and do not constitute a committee in any sense whatever.

The commission having chief oversight of secondary education consists of seven men appointed by the King's cabinet. They are chosen because of their efficiency in educational affairs without regard to the part of the country to which they belong.[10] They work always as a committee, and as experts serve the state for the general welfare of secondary education. The many privileges and duties exercised by this commission may be grouped together under the heads of inspection and supervision of secondary schools, and arrangements for having examinations. Several of the men constituting this commission are at the same time rectors of leading secondary schools in the country. In fact they are chosen because of their familiarity with and expertness in just such kind of work. When it becomes necessary to seek advice in hygienic questions a physician of recognized ability is added to the commission. His judgment and instruction are respected and adhered to very closely.

The rural communes are divided into school districts or circles (Skolekredser). Each district supports and maintains a primary school with at least two divisions—an infant school (Smaaskole) for children from seven to ten years of age, and a higher one designed for children from ten to fourteen years of age. In districts where distances are great or roadways difficult, two or more infant schools are provided.

Companies operating one or more manufacturing establishments or industrial concerns, and generally employing thirty or more laborers, are required to provide a primary school for the children of the men in their employ. When once started these schools are to be kept up unless the number of the employed is reduced below twenty. In case there are other children who desire to attend such school, they shall have the right to do so providing it does not interfere with the instruction of those for whom the school was established. In return for this the school treasury receives from the communal treasury a yearly amount proportioned to the total cost for all pupils in the school.[11]