The School System of Norway

by David Allen Anderson

The aim in this division is to give information regarding the development of the church in general, and of the Lutheran church in particular. Narratives are grouped around great central characters—Christian personages. A realization of the lofty aims of Christianity on the part of the children together with an appreciation of their duties and responsibilities as members of the Christian church is the intent. By means of an instruction book the main divisions of church history, general history, and the history of Norway are correlated. Information contained in the hymn book acquaints the children with the ceremonial order of the ecclesiastical year as well as with the contents and order of the book itself. The study of previously memorized hymns and verses is emphasized and enlarged upon.

It is to be remembered that in Norway church and state are united. Religious and scholastic interests are under the direction of the Department of Ecclesiastical and Educational affairs. The minister of this department of State is one of the King's cabinet. Here we find one of the numerous attempts at the solution of the vexing question of moral instruction, or, to be more exact, religious instruction in the public schools. While the provisions for this teaching are not faultless, and though their course of instruction could not be adopted for use in America with its medley of religious prejudices, yet we must acknowledge that they are well adapted to the needs and desires of the people served. The citizenship of the country is homogenous religiously, almost universally Lutheran, and their traditions militate against any change in religious creed. The teaching of religion in the schools has been the practice for generations, the instruction is taken as a matter of course, and it exerts its beneficient influences upon all.

There are a number of important features of this moral instruction which press their claims for special mention, but we cannot discuss them all. A few, however, demand some attention. The statement of the proverb, that as the twig is bent so will the tree be inclined, has been borne out in practice times without number. Here, it seems to me, is one more illustration. Throughout their whole school life—that receptive, appropriating, formative period—the children have constantly before them ideals that are elevating, examples that are inspiring, and admonitions that tend to create and develop within them an ambition to excel in beauty of character. That the morals of society are not kept more nearly pure by this procedure seems a psychological impossibility. Again a rather successful attempt is made to have the home and school cooperate along the lines of personal purity. In fact the home, the school, and the church join hands and supplement each other in all efforts in religious and moral training. True it is that striking examples of nobility of character, high ideals, and moral worth abound in profane history as well as in sacred, in secular life as well as in religious, in living characters as truly as in those of past ages, but the school system of Norway provides ample opportunity for presenting all of these things in connection with their regular instruction in the various subjects taught, and, in addition, furnishes particularized instruction which makes a specialty of moral and religious development. It seems imperative that, when these ennobling lessons are thus vividly presented, the powers of imitation and habit should combine in the creation of stronger and nobler characters.

Nevertheless, when religious instruction is made a requirement, it too frequently becomes formal and literal rather than spiritual and lifegiving. That this great misfortune is the case in some of the secondary schools of Norway is an indictment which cannot be denied. However, in the primary schools the instruction is fruitful and important. As a consequence of these conditions the statement is common among many that in looking back over the years of religious instruction they recall numerous happy instances of earnest, heartfelt prayer and Bible stories accompanied by intense feeling on the part of the teacher. Other experiences reveal the fact that some of the teaching profession had not the sincerity and feeling back of their instruction required in order to give vitality and meaning to the lessons presented.

The entire question of instruction in morals in our public schools is one of pressing importance. It is being agitated in many lands today and a solution is sorely needed. Were all classes of society united as to what should be included in this instruction the matter would adjust itself very readily. However, social conditions in a single nation are more or less diverse, and between different nations still greater breaks are to be found. In fact the ideals and conceptions of society are so varied that no one present system would suffice for all. Could a code of ethics be formulated which would meet universal approval then its adoption and use might be hoped for. Until then each nation must necessarily follow the plan which seems best adapted to its social requirements. As already stated, the people of Norway are nearly all adherents to the Lutheran creed so there are very few dissenters from the common rule. Provision is made in the law that those who do not adhere to the state church and object to receiving instruction in this particular line may, upon request of parent or guardian, be excused from such instruction.[23]

Norwegian

Aim. It is the aim of the instruction in Norwegian to further the mental development of children, especially their linguistic ability. In this course of activity they should acquire:

(1) Efficiency in apprehending and assimilating what they hear or read, confident readiness in reading, plain articulation, and correct and natural accentuation.

(2) Efficiency in expressing themselves orally and in writing without making any serious errors in the common usage of language or the rules of composition.