The oral work embraces the reading of the text, reading from the blackboard, and conversational exercises on the special topics being considered. Written work on the same lessons include copying of certain selections or parts of them and original expressions in regard to the contents of lessons read. In the advanced grades these written exercises become more and more extended and complicated until they amount to complete essays. Special attention is given to correct forms of expression and to the acquirement of habits of clear and distinct enunciation. The child, who from his earliest school days becomes habituated to exact p.r.o.nunciations, is very liable--almost sure--to spell correctly; and, when constant use is made of the language in written exercises, the accepted and approved forms of expression become the fixed usages.

Now their treatment of the mother-tongue is a combination of our reading, spelling, language lessons, grammar, rhetoric, and literature, all taught in their natural order as they arise through actual use.

Incidentally, vast amounts of biography, history, geography, and natural science as well as writing are included. The richness of content and thoroughness of treatment deserve careful consideration in the writing of courses and still more in their application. Specialization in phases of a single subject in lower schools nearly always means waste of energy, scattering of forces, and disappointment in the end. On the contrary, unification and close correlation result in economy of time and effort, and issue in more worthy attainments. The several fields of thought are already too much isolated from each other, and unless some guards are erected the individual fields also will be broken up and their distinctive phases so divorced from one another that their cooperative tendencies and values will become void and their relationships will be lost sight of. Norwegian is easily the preponderant study in Norway's schools, but, since it is so inclusive, it probably deserves the large amount of time devoted to it.

The long lists of supplementary readings now provided in our American schools exert a wholesome influence. Their constant revision and extension furnish materials which in the hands of skilled teachers, guarantee to the pupils sure knowledge and ability in the use of the mother-tongue. The limitless resources in English literature, America's lavish provision for higher education and professional training, and the freedom granted to our teaching profession leave the teachers of our language without excuse. The pupils studying English in America have a right to expect the best. One condition which frequently militates against first cla.s.s work in this line is that school boards all too frequently fail to realize that being a teacher of English means more than merely hearing lessons so many times a week. A very large part of the most important work must be done aside from cla.s.s exercises. If there be any teacher justified in asking a reduction in hours of instruction it is the teacher of the mother-tongue.

_Mathematics_

_Aim._ Readiness in the four mathematical operations in whole numbers, decimal numbers, and simple fractions, written and oral. Ability to independently solve various examples in the forms in which they generally appear in practical life, also examples in proportion and examples in percentage, together with problems of planes and solids.

Course and mode of its execution as given in a text--Instruction in Mathematics (_Regneundervisningen_)--followed in all essentials.

_First Division_

_Cla.s.s I._ (Boys five hours, girls four hours, weekly.) Through constant use of ill.u.s.trative material (objects about the room, wooden pins, cubes, the children's fingers, etc.) the children are taught to gradually become acquainted with the numbers to ten, twenty, thirty, and on up to one hundred; and they are afforded continuous practice in reading, writing, and explaining the numbers, as well as in performing simple solutions in the four arithmetical operations. At the close of the year the children should be able to count to one hundred forward and backward. They must know how to manipulate the numbers from one to ten in adding to or subtracting from any number less than one hundred, and be able, by the a.s.sistance of the tables, to answer questions in multiplication (two's to five's). and some questions in division. Chief importance attaches to the ability of the children to use the numbers from one to thirty.

_Cla.s.s II._ (Four hours weekly.) Acquaintance with and ability to read and write any number up to one million.

_Mental arithmetic._ Continuation of operations begun in Cla.s.s I. When proficient in adding and subtracting units to and from one hundred, tens and units are taken up in the same way. Examples in easy multiplication, with occasional use of division, carried on throughout the year.

_Tablet work._ Addition and subtraction of numbers up to one million. In the operations coin, measure, and weight denominations are used, and are ill.u.s.trated by coins, measures, and weights.

_Cla.s.s III._ (Boys four hours, girls three hours, weekly.) Acquaintance with the numeral system up to and including millions. Continuous practice in reading, writing, and using numbers.

_Mental operations._ Addition and subtraction of numbers up to one hundred continued. Thereafter extend the numbers as far as the children can use them with certainty and rapidity. Multiplication of numbers up to one hundred by units.

_Tablet work._ More work in addition and subtraction going farther than to numbers with six ciphers. Multiplication of numbers with many ciphers by multipliers having one or more ciphers.

_Second Division_

_Cla.s.s IV._ (Boys four hours, girls three hours, weekly.) Division with divisors having one or more ciphers. Separation of numbers into their individual factors. Finding of the least common multiple. After this a thorough drill in the four arithmetical operations with whole numbers--old and new exercises.

_Mental and tablet exercises_ in closest relation to each other. In all mental operations, here or later, rapid and positive use should be made of the easier examples before the harder ones are fumbled or handled with uncertainty.

_Cla.s.s V._ (Two hours weekly.) After the necessary preparation, practice in the three operations with decimal numbers. In connection with the consideration of plane surfaces the children should be given practice in measuring parallelograms, triangles, irregular quadrangles and many-sided surfaces--triangles should predominate.

_Mental and tablet exercises_ parallel each other and are in intimate relation.

_Third Division_

_Cla.s.s VI._ (Three hours weekly.) Preparatory practice in common fractions together with addition and subtraction of fractions having a common denominator and others which can easily be reduced to a common denominator. Multiplication and division using or including fractions.

Further development with mental operations growing out of and in connection with tablet work.

_Cla.s.s VII._ (Three hours weekly.) Percentage including interest, rebate, and discount. The calculating of cubes, prisms, pyramids, circles, cylinders, cones; also shortened pyramids, cones, and cylinders.

After this a general review so far as time admits.

Simple arithmetical operations occupy the entire field during the earlier years. The elementary algebraic forms and methods of solution are introduced relatively early, and minor geometric relations and operations are presented during the last (seventh) year of the lower schools. These latter features are radically different from our general procedure in the United States. We are in the habit of presenting the various mathematical subjects one at a time, completing one before another is considered to any extent whatever. For example, arithmetic is taken up and gone through, while parts of geometry and algebra which would be great aids in some of the arithmetical solutions are studiously avoided or excluded until the formal study of that particular subject is finally begun. The people of Norway, on the contrary, enter the larger field of mathematics and, in a more rational manner--a more psychological way--utilize available processes and forms at every opportunity. The phases of mathematics are not specialized into isolation but coordinated into a working unity. Instead of studying one subject throughout its intricacies and side issues before admitting consideration of other phases of mathematics, they make it the rule to utilize the elemental factors of the various mathematical subjects in every way possible. They give recognition to the simpler and more fundamental principles and operations regardless of the special phase of the subject to which they belong, and use the entire product as groundwork for succeeding steps in the science. In this way parts of algebra and geometry become valuable contributing preliminaries to higher arithmetical operations.

The texts used by the pupils are little more than a series of exercises.

All teaching is done by the teacher and the texts are arranged in such a way that the children may have opportunity to become skilled in the principles evolved in cla.s.s through application of them in the long lists of problems in their texts. Very little blackboard is provided for the pupils' use, hence but little blackboard work is accomplished. Each room has a small board on which the teacher of a pupil may go through solutions. Never have I seen more than one at a time working at the blackboard. While the limited use of blackboards generally calls for an increased amount of dependence upon intellectual activity and consequent increase in mental alertness, the free use of blackboards relieves the mind of unnecessary burdens which may as well be borne by crayon, and thus provides for the higher centers a freer activity in pushing on the quest for the unknown.

_Geography_

_Aim._ To obtain (1) A somewhat complete acquaintance with the fatherland; its conditions, commerce, manner of life. (2) Acquaintance with the geography of Europe, especially the countries to the north and the other longer civilized countries. (3) A view of the different continents and a closer acquaintance with lands and places which are of greatest importance to the fatherland. (4) Knowledge of the most important features of physical and mathematical geography.

_First Division_

_Cla.s.s II._ (Boys three hours, girls two hours, weekly.) With continuous reference to local geography and places known to the children, the pupils are brought to understand geographical forms and relations in general. Special attention is given to charts and maps. Instruction begins with drawings (on blackboard and tablets) of the schoolroom; then extends to schoolgrounds, to the immediate surroundings with streets and some of the more important buildings; and then to the entire city with its environs, etc., etc. The children should become acquainted with the more important features of topography, soil, valleys, plains, ridges, mountains, seas, fjords, rivers, brooks, seasons, day and night, rising and setting of planets (sun, moon, and stars), flora and fauna, alt.i.tude, sea level, etc. From familiarity with the city and its surroundings the work extends to the entire fatherland which is considered in an elementary fashion. Herein are included elementary studies of coast line, princ.i.p.al systems of valleys, and location and size of cities.

Map drawing of small localities.

_Cla.s.s III._ (Two hours weekly.) The map of Europe. Beginning with the fatherland, including its location with reference to other lands and seas as well as its relations thereto, enter into a study of other European countries in the order in which they would naturally be entered if touring from the fatherland. Subdivisions of the sea and land, also cities, railways, ca.n.a.ls, rivers, and mountains are to be studied.

Pictures are to be used in ill.u.s.tration. By the use of globes and other ill.u.s.trative material, the discussion may be extended to other parts of the world. Each of the several divisions of the earth is to be treated in an elementary manner. Everything is to be outlined or indicated on the maps and charts--first by the teacher and later by the pupils.

_Second Division_

_Cla.s.s IV._ (One hour weekly.) On the foundation of what was done in Cla.s.s III the work shall be extended to the outlying divisions of Europe--Norway, Sweden, Denmark, The British Isles, France, Spain, Portugal, Italy, Russia. The study of maps is emphasized both for review and new work. Every land is considered with reference to the fatherland, other known lands, the equator, and the poles. Attention confined to typical aspects: description of a typical city, a manufacturing center, etc., special variations in climate, flora and fauna, chief natural scenery, commercial activities, products and conditions of the citizens.

Readings on geographical topics are correlated with picture ill.u.s.trations. Details and ill.u.s.trations utilized as in Cla.s.s III.

_Cla.s.s V._ (One hour weekly.) Holland, Belgium, Germany, Switzerland, Austria, Hungary, and the Balkan peninsula are considered after the plan used in Cla.s.s IV. After these European countries, foreign countries are discussed. Study and instruction in this cla.s.s is in accord with the outlines of work in previous cla.s.ses though more exhaustive and minute.

India, China, the large islands in the Pacific Ocean, North Africa with its Sahara, Central Africa, The United States of America, Australia, etc., are also considered.

_Third Division_

_Cla.s.s VI._ (One hour weekly.) The geography of the fatherland is gone through thoroughly with the aim of imparting to the children a rather complete knowledge of their country's nature, commerce, and life in its various localities. The chief points considered are: coast line, surface, water channels, climate--east and west--boundaries, inhabitants, life of the people, political divisions. This is to be constantly correlated with what has been learned previously of other European countries. Map drawing in detail. Review of former work.

_Cla.s.s VII._ (One hour weekly.) The more important features of mathematical and physical geography are presented, being continuously ill.u.s.trated by charts, maps, globes, astronomical plates, etc. The horizon, earth formations, zones, yearly and daily rotations, geographical breadth and length; the moon, its phases; the planets, etc., are important topics for study. Others are positions of continents and oceans with reference to each other, climate and physical features of the earth, the air, winds, changes in temperature, movements of the sea, the more important ocean streams (Gulf and Polar streams), etc.

Throughout the study constant connections should be made between what is known in geography, natural history, and nature study.

The outline indicates both thoroughness and a close correlation with related fields of work. Beginning with the well-known in geography they gradually widen their horizon and establish connections with the more remote parts of the earth until the children obtain a moderately accurate appreciation and knowledge of this branch of study and get a view of its intricate relations with life and human activity. While the work of the course is generally characterized by thoroughness, their study of localities outside of Europe is simply a skimming over or a skipping glance.

To be sure time is insufficient to enable them to exhaust all opportunities; but, it would seem more consistent with their general idea of concentrating on matters which directly concern the fatherland and its subjects, did they bring the young into a more intimate acquaintance with America and a fuller appreciation of what America really means to Norway and Norwegians. Very few Nors.e.m.e.n are without vital interests here. Nearly all, it seems, have immediate relatives or very dear friends who have migrated from the native land and have established homes in the United States. It appears that it would be important for them to follow the path of their migrating brethren and acquaint themselves more fully with the geography of America. Its life, topography, commerce, and other distinctive features would add to their geography a chapter of unsurpa.s.sed values.

The work which is done is commendable for many reasons. The many-sided views obtained by varied methods of attack are rich and meaningful.

Every pupil is ready with a full discussion in response to a question relating to their own country. Furthermore, they are informed with reference to the relationships existing between each country studied and the fatherland. These have been clearly pointed out. The perspective obtained through the study of physical and mathematical geography affords richer meaning to every day of life as well as to all the phenomena of nature.

_History_

_Aim._ The chief aim of instruction in history is to inspire the children's historic instincts and love for their country and people. In an effort to obtain this the following information is imparted: (1) A somewhat connected knowledge of the history of the fatherland together with the fundamental tendencies of the social order. (2) Acquaintance with the most significant incidents in general history.