The School System of Norway

by David Allen Anderson

Chapter IV

INTERPRETATIVE CONCLUSIONS

This chapter is for the consideration of some of the more important phases of the school system presented in greater detail in the foregoing chapters. The aim is to bring some features of Norway's system under close inspection, to interpret them in the light of commonly accepted pedagogical principles, to make comparisons between them and our own, and to suggest possible improvements where they seem to be needed. It is clearly evident that school practices admirably adapted to the social conditions in one country may be far from desirable in another. On the other hand, it is well-known that some educational means may be equally suitable in more than one country. Furthermore, certain fundamental principles are effectual wherever education is attempted. We shall hope to find some things worthy of being adopted bodily by us and others capable of transformation into shapes calculated to improve our educational practices.

THE PEOPLE AND THEIR IDEALS

The Norse are a sturdy race having potentialities capable of great accomplishment when once aroused and rightly directed. Conditions prevented these capacities from functioning with freedom until the middle of the last century when the store of energy which had accumulated during preceding decades and centuries asserted itself and effected a rapid rise in the political and intellectual status of the nation.

It is believed that Norway is now in a period of transition from a condition of mediocrity to one of eminence among the nations of the world. Politically, ethically, and educationally she assumes larger proportions daily.

As individuals the Norwegians are recognized among the leaders in literature, art, and science, and equal to any as pioneers in the development of the rich frontiers. As citizens they are enthusiastically welcomed everywhere. Climatic conditions and habits of life have given them the sturdiness of physique and vigor of mind which make them fearless and undaunted in the face of great undertakings and critical situations. They have become habituated to overcoming all obstacles in their way, and they naturally concentrate their energies for the achievement of their desired ends.

It is reasonable to expect similar traits in them as a nation. Their past actions declare these same tendencies and their present attitudes confirm the observer in the belief that the history of Norway will continue the story of regular and ever higher development. Their strongly democratic individuality seems to have been a factor in enabling them to realize and recognize their self in a very successful way. Matters of importance put the entire state into action and it ploughs through to the bottom of things. While very conservative, the state will not permit precedent to stand in the way of accepting new conditions when they are proven superior to the old. After thorough examination of every detail it passes judgment on the situation and then stands on that solution. Conservation has been an operating principle with them all along the line. A step in advance, some worthy achievement, new or loftier ideals, greater political freedom, and the like when once gained are always retained.

The union of church and state for example has been to their advantage. Matters of religion and politics were handled by the same hands and as a consequence both were strengthened. Each found in the other sources of inspiration and power. They both recognized education as a necessary fundamental means for their preservation and advancement. Acting in the main on the educational ideals of Martin Luther the church accepted the chief responsibilities in the direction of school activities, while the state very cheerfully undertook the burden of their support. Through the processes of growth direct responsibilities have been more and more shifted to the state, though the church continues to exert very strong influence and render every possible assistance.