Few lessons and no subjects of instruction can be fully presented without giving considerable attention to their moral and religious phases. If a lesson is completely mastered its moral and religious contributions will have been taken over and appropriated along with any and all other contents. When the moral and religious values inherent in school studies receive their proportionate emphasis there will be no crying need of arranging special courses for their study. The seriousness of the situation at present lies not in the fact that there are no special courses of instruction in morality and religion, but rather in the condition that teachers fail to recognize their opportunities for giving such instruction. They should impress the children with the fact that morality and religion are component parts of life and that they give meaning and reality to every human experience. While it would be gratifying to see these subjects taught as separate branches by individuals who could make them profitable, it is much more imperative that all teachers recognize their own responsibility in this regard, whatever subjects they have to teach.
The Classics
In common with those of many other countries, the school curricula of Norway have been saturated with the classics. For a long time the secondary schools were devoted largely to the presentation of the Hebrew, Greek, and Latin languages. About 1850, there arose a demand for an education which was more utilitarian. Nature study, the sciences, manual training, modern foreign languages, and home economics pressed their claims for recognition and the people became convinced of their values. The masses then began to investigate what right the languages of the ancients had for occupying so large a proportion of attention in school work.
Gradually the ancient classics were replaced by more modern educational materials. Hebrew and Greek were in their turn dropped from the list of required subjects and the time thus saved was given to work regarded as more vital and beneficial. In 1896, a very decisive step was taken when by legislative enactment Latin—the last of the dead languages—was omitted from the list of subjects required in the school curriculum.
This act of the Storthing has been severely criticised by some. However, the people whose right and duty it was to decide studied the matter carefully and thoroughly at home and abroad, and after calm consideration, acted in harmony with their best judgment, passed the law, and put in into immediate execution. The momentum of former practices, the force of tradition, or the example of other nations was not sufficient to control the Norwegian state in its action. It does not permit precedent to determine its policies, foreign nations to do its thinking, nor "well-enough" systems to prevent reform.
When higher ground is seen clearly Norway moves forward with all its power, determined to occupy and utilize the greater opportunities. Such was the condition of the state in its consideration of the classics in their school curriculum. They were willing that those individuals who might elect to pursue the study of the ancient languages should have the privilege to do so and they provided for them such opportunity. However, they were definitely convinced that to require all pupils to study these subjects in order to complete courses of study or enter the university was an injustice. To their credit be it said that when they are convinced that a certain course of procedure is best they have the moral courage to pursue it. In this particular instance the people were fully aware of the fact that they were taking a step which was a decided deviation from the straightforward course pursued for centuries by the leading national educational systems. Yet they became converted to the idea that for their own good, under their own conditions, and looking forward to their future as a state and nation, it would be the wiser solution to leave the classics behind and devote more time and energy to studies which they conceived to be more efficacious.
It is interesting to note the recent tendencies in this direction in other countries. In the United States Latin is becoming less and less a required subject of instruction in the high schools, and each year lengthens the list of colleges which do not require it for entrance. Even conservative and classic-loving Germany has recently opened the doors of her universities to those who have finished the Real-gymnasia. Thus they, too, acknowledge that the way of the classics is not the only road to higher culture and learning.
It has come to be almost universally recognized that the schools exist for the learner rather than the learner for the schools. To debar an individual from privileges for which he is prepared simply because he has not met certain inherited traditional prescriptions is rapidly becoming unorthodox. Norway seems to have set the pace for other nations in at least this one respect, and her clearsighted move in displacing the classics by the introduction of larger amounts of modern foreign languages and other branches of greatest present utility is being followed by other nations of sound pedagogical principles.