Two books are used in the study of this subject. One is made up entirely of well designed, carefully drawn, and thoroughly reliable maps, printed on a good quality of paper. The other is a text giving a good logical statement of what the course is calculated to include. The teacher must provide the major portion of the information by his own initiative and through cooperation of pupils. Illustrative material (Anskuelsesmidler) is provided in great abundance and in diversified variety.
An effort is made to impart to the pupils a satisfactory appreciation of the conditions prevailing in the countries considered. Their colonization, commerce, products, topography, political subdivisions, cities, population, river and mountain systems, climate, etc., are all carefully studied. The course begins with the geography of Norway. Next foreign lands and conditions are taken up and compared to situations at home. When the various countries on the globe have been kept for a time before the eyes, a thorough review is given which occupies the greater portion of the last year in the middle school course.
Mathematics
Class I. (Five hours.) Numbers resolved into factors. Fractions. Some Proportion.
Class II. (Five hours.) Algebra: Bonnevie and Eliassen's text. From beginning to division. Geometry: Bonnevie and Eliassen's text. From beginning to right lines divided into equal parts. Arithmetic: Proportion and percentage.
Class III. (Five hours.) Algebra: Bonnevie and Eliassen's text. From division to equations with two unknowns. Geometry: Bonnevie's text. From parallelograms to Book IV. Drill in percentage and interest.
Class IV. (Five hours.) Algebra: Bonnevie and Eliassen's text. From equations with two unknowns to close of book. Geometry: Bonnevie's text. From Book IV to close of text. Review of entire text. Drill in computing solids and other miscellaneous problems. A few hours devoted to bookkeeping.
One of the most favorable features of their instruction in mathematics is the intimate connection they make between the several phases of the subject. Arithmetic, algebra, and geometry are never wholly separated from each other. They are in reality interwoven and so definitely correlated that each contributes to the others. By constant use the several processes become familiar tools in the mental activities of the pupils. Mastery of the principles of the science and ability in their use are the ends to be attained. The outline of the course indicates the extent of the field receiving attention. It is sufficient to say that the topics are all made to appear plain, definite, and vital; and that they are assimilated, and do become parts of the growing life.