TABLE IX
Course of study showing weekly hours in Christiania Primary Schools.
| Division | First | Second | Third | |||||||||||||
| Year | I. | II. | III. | IV. | V. | VI. | VII. | Total | ||||||||
| Sex[A] | B | G | B | G | B | G | B | G | B | G | B | G | B | G | B | G |
| Religion | 6-2 | 6-2 | 6-2 | 6-2 | 6-2 | 6-2 | 4 | 3 | 4 | 3 | 4 | 4 | 3 | 3 | 24 | 22 |
| Norwegian | 12 | 11 | 10 | 8 | 8 | 7 | 5 | 5 | 5 | 4 | 5 | 4 | 5 | 5 | 50 | 44 |
| Mathematics | 5 | 4 | 4 | 4 | 4 | 3 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 26 | 23 |
| Geography | 3 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 9 | 8 | ||
| History | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 8 | 8 | ||||
| Nature Study | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 7 | 7 | ||||||
| Writing | 4 | 4 | 4 | 3 | 3 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 16 | 14 |
| Drawing | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 8 | 6 | |||||||
| Vocal Music | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 5 | 5 | ||||
| Manual Training | 2 | 4 | 4 | 4 | 2 | 4 | 2 | 4 | 2 | 4 | 6 | 26 | ||||
| Gymnastics | 2-2 | 0 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 9 | 5 | |||||
| Total | 24 | 24 | 24 | 24 | 24 | 24 | 24 | 24 | 24 | 24 | 24 | 24 | 24 | 24 | 168 | 168 |
[Note: Year 1910-1911.]
[Note A: B refers to boys, G to girls.]
The comparative table on page 106 clearly evidences the similarities already referred to and, at the same time, serves to indicate all variations. However, in the making of comparisons, difference in the number and distribution of hours is more a matter of method or correlation between branches than an indication of actual difference in accomplishment. For example, a large number of hours for writing may mean exclusively work in practice writing, but it is very probable that it will include a considerable amount of work in the mother-tongue or a definite correlation with nature study, history, or religion. The fundamental standard by which work is judged or measured is whether it prepares the pupil fully for work in the middle school.