Class VII. (Two hours weekly.) Physics. (Sixteen hours.) Machines, block, tackle, windlass, the curved pivot, various driving forces (water wheel, steam engines, dynamos), application of machinery in the industries, railways and steamboats.
Chemistry. (Sixteen hours.) Ingredients of water and air, coal, carbonic acid, burning and oxidation. Fundamental elements as material in all bodies. Examples of elements: oxygen, hydrogen, nitrogen, carbon, chlorine, sulphur, phosphorus, aluminum, iron, silver, and gold. Examples for combinations: water, ammonia, sulphuric acid, rust, soda, cooking salt, lime, chalk, clay, quartz, ores. Examples of organic matter: starch, sugar, albumen, alchohol, fats. Instruction in chemistry consists in illustrations and descriptions of materials and experiments.
Structure and life of the human body. Study of health. (Thirty hours.) Based on text. Study of skeleton, muscles, nervous system, work and rest, sense organs and their use, digestive organs and processes, use of teeth, blood and circulation, breathing pure and impure air, kidneys, meaning of bodily exercise, structure and use of the skin, bathing, clothing, dwellings, foods and pleasures (under this intoxicating drinks, tobacco, etc.) Something regarding contagious diseases and help in times of accidents. Inject instruction on health when convenient in connection with the study of the organs of the body. Illustrate by experiment when possible. General review, especially the points concerning the nourishment and respiration of plants and animals.
The outline in nature study impresses one with the inclusiveness of the course. The elementary phases of animal life, plant life, physics, chemistry, and human physiology and health are made the objects of careful consideration. True this study in some cases is stiff, formal, meaningless, and without spirit because of not being connected with the vital interests of the pupils, but on the whole the work is brought very close home to their daily life. Through it the children are able to see the contributions to life and human welfare made by the innumerable things in man's environment.
Throughout the primary grades the work is mostly devoted to descriptive studies. Considerable attention is given also to the intrinsic value to man of animals, plants, and natural forces, and the means he has found for utilizing them in his struggle forward. The nature lessons throughout the grades are enriched and enlivened by the use of well selected and carefully prepared appliances and models for demonstration. Whenever possible the living animals and plants in their natural habitat, forces as applied in the machinery of neighboring institutions, and minerals in their successive processes of development and refinement are studied at first hand. Every school where the financial stringency is not too keen is provided with a liberal amount of apparatus for demonstrational purposes (anskuelsesmidler). As an instance, every primary school in the city of Christiania has at least one room of considerable size devoted exclusively to the storing of this material. Maps, charts, mounted specimens, plates, preserved articles, and accessory materials are there in abundance, and provide minute representations for most any point one might wish to make typical for illustration or study. The more genuine phases of laboratory work are not provided, though a considerable amount of crude experimentation is done in the grades.
The teacher presenting this course must be capable for he is the authority and guide back of all work done. Text books (good ones though condensed) play a part, but a much smaller part than would be the case in our American schools were similar instruction approached in a formal way. In other words, their teachers furnish the course and teach the subject, while too many of ours merely present the course provided in the adopted text book.
Writing, drawing, vocal music, manual training, and gymnastics are also in the curriculum and each receives careful attention. Perhaps extended outlining of these courses and long discussions concerning them are unnecessary. Their importance and value are recognized. Their presentation in the schools of Norway is commendable, but some things must be passed without exhaustive treatment. Only general statements will be given.
The results in some lines—writing and drawing in particular—do not justify the amount of time devoted to them. The writing is mechanical throughout, and in the lower grade the requirements are altogether too exacting. Drawing is required of all alike. Those who have ability in this line of work perhaps receive too little instruction; others, without talent or liking for it, regard it as a drudgery and, in the minds of some of their teachers, hinder the progress of the gifted. The finer coordinations required in both writing and drawing are frequently in advance of the development of the pupils and work injury rather than benefit.
Vocal music is required of all and injures none. Probably each one reaps considerable benefit from the instruction. The class of music used in their teaching is very different from what is in vogue in our American schools. The church has exercised a great deal of influence in this respect. Since church and state are united the music of the church forms a predominating portion of the music of the state schools. Psalms, chants, and songs of stately dignity constitute the bulk of their selections, while those of lighter strain are interspersed at intervals not too close together. In America our children's songs are more attractive from the "jingle" point of view. Our children like them better and are more anxious to sing them. The little Norwegians, too, are delighted when permitted to swing into the lighter strains of music. They love to sing. Their faces fairly glow as their mellow voices swell out whether they sing in a jingle or in the rich harmonies of their psalms. Common use of the better quality of music cultivates their ability to appreciate and to render works of higher order than one usually finds in the schools of our own country.
Manual and industrial training has had an important place in their schools for many years. Every hour spent at the bench is a delight to the boys, while the girls enjoy equally well the privilege of sewing or cooking. These activities are certainly valuable in the training of the young, and their influences extend into the homes of all the pupils.