No means of studying questions of organization and administration are so valuable as the comparative. Various studies of education in foreign countries have been made, but there still exists a need for many more investigations. Norway has furnished a great many illustrious statesmen, scientists and literary masters, and is also a country abounding in men of a high type of valor, physical prowess, honesty and industry, and consequently the educational ideals and practices which prevail there should be worthy of most careful consideration. Heretofore, only fragmentary accounts of Norway's educational system have been available in the English language. At the writer's suggestion, Mr. Anderson made a trip abroad for the purpose of studying the system at first hand. His intimate acquaintance with the language was a prime essential in acquiring an understanding through observation and reading. That he has made an accurate interpretation is attested by the foreword of one of Norway's eminent scholars and that he has made an interesting account will be conceded by all who peruse the pages. It is hoped that many more studies of a similar nature will follow in the near future.
Frederick E. Bolton,
State University of Washington,
Seattle, April 8, 1913.
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]