The School System of Norway

by David Allen Anderson

Gymnastics is the regular order for all pupils. A Swedish system of exercises is used which requires little apparatus but yields large returns. Abundant well-directed exercises of various kinds are provided for every pupil at stated periods and are entered into with zest. The regularity with which the gymnastic exercises are given doubtless has much to do in preserving the health of the children. As a class they are not only free from weaknesses but are vigorous and robust. Another part of their gymnastic work is the outdoor exercise which is required of all the pupils between the class periods. This doubtless adds much life and animation to the entire school program.

The course as a whole includes the fundamentals and chief essentials to educational activity. Those who pass through the primary schools obtain an intelligent appreciation of life and its meanings. They are able to meet common needs successfully and to attend to general affairs in an approved manner. The masses feel the necessity of the fuller life thus provided and in turn the school is admirably fitted to the task of developing loyal and capable citizens. Furthermore, those who are so favorably situated that they may continue in school longer than seven years and desire fitness for entrance upon the work of higher education find in the primary schools every opportunity to gratify their desires.

The connection between the lower and higher schools was not at all satisfactory until 1896, when the Storthing readjusted the system. Since then pupils may pass regularly from the fifth grade of the primary school into the four year middle school, or after the completion of the seven grades of the primary school they may enter either a three or a four year middle school and finish in three years. Since the number desiring entrance to the middle school from the fifth grade is larger than can be accommodated, those of highest ranking educationally are admitted. While the secondary school men claim perfect right to choose the fittest for entrance into their schools, the primary school men feel that their work in the sixth and seventh grades suffers injustice as a result of this selective process. The connection between the schools is not yet perfect and some unrest is evidenced in reference to the matter. The chief need seems to be an increase in the number of middle schools.

III. THE MIDDLE SCHOOL

The Storthing, in 1896, passed a law defining the limits and work of the middle school. According to the enactment this school builds upon the foundation laid in the primary school and secures to the pupils a thorough general education suited to the needs and receptivity of childhood. The course of study offered may be of varied length, but in no case shall it exceed four years in duration. The four year course aims at a very natural connection with the work done during the first five years in the common school. Where the connection can be made with the work of later grades in the primary school, the course of the middle school may be correspondingly shorter. The aim and methods are in general similar to those in the lower school; though, of course, higher, more thorough and inclusive, and such as give deeper insight into all subjects of instruction. It is required that instruction be given in religion, Norwegian, German, English, history, geography, natural science, mathematics, writing, drawing, manual training, and vocal music. Instruction in domestic economy may be provided for the girls.

Formerly all of these schools charged tuition; but, as the conditions in the commune gradually improved, provisions were made in some of them for the issuance of a certain number of free scholarships. These were usually governed in such a way that those most in need were the first to receive the benefits. From time to time scholarship funds were increased until now some communes provide free scholarships to all resident children. The city of Christiania has a three-year middle school building upon the foundation of seven years of primary work and charging no tuition whatsoever. This provision together with the building up of scholarship funds are forerunners of free entrance, probably, to all of the state's middle schools. As already stated, the work of the middle school overlaps in part that of the primary school. The course of study for Classes I and II is in a large measure a duplication of that provided for Classes VI and VII in the lower school. However, to present the work of the middle school adequately, it is essential that the course for the entire four years be here included. The state adopts a curriculum which is used in all of its secondary schools. Minor details such as texts vary in the different schools. The following is an outline of the curriculum used in the Christiania Cathedral School.

Religion

Class I. (Two hours.) Vogt's Bible History to the fall of the Kingdom of Judah. J. Sverdrup's Commentary to Article 2. Verses of hymns once each week.

Class II. (Two hours.) Vogt's Bible History from "The Exile" to "The Story of the Passion." Commentary from Article 2 to "The Sacraments." Verses from hymns.

Class III. (Two hours.) Bible History and Commentary completed and reviewed. Verses from hymns. Bible reading.