_First Division_

_Cla.s.s III._ (Two hours weekly.) Selected narratives from the history of the fatherland. The collection of stories includes the following: Harald the Fair Haired, Haakon the Good, Haakon Jarl, Olaf Trygveson, Olaf the Holy, Sverre Sigurdson, Haaken the Aged, Margaret and Albert, Christian the Second, Christian the Fourth, Tordenskjold, The Years 1807-1814, The Time of Pirates, Kristian August, Norway in 1814, Kristian Fredrik, Eidsvold, 17th of May, Norway's decennial celebration.

The stories are presented orally and are so detailed that the children get clear pictures of persons and incidents. The material of instruction is centered about particular and important persons and incidents in order to give them greater fixity. The pupils rehea.r.s.e the stories they have been taught. Historic poems and songs of the fatherland which refer especially to people or incidents are studied in connection with the history. The material received through instruction in geography during the former year is utilized as groundwork in building up and enriching the historical ideas of the fatherland. The more important phases of social inst.i.tutions are presented in a way suited to the capacity of the pupils. As the stories proceed, an attempt is made to awaken a degree of appreciation of their historical sequence.

_Second Division_

_Cla.s.s IV._ (Two hours weekly.) Stories and descriptions regarding general history centering about the following points or topics: Ancient world kingdoms, Greeks, Romans, Germans, Norse, Papacy, great discoveries and inventions. Treatment here is similar to that given in Cla.s.s III. Stories, anecdotes and pictures add life to regular routine.

Stories of the fatherland are presented in very brief form and are given in order to effect connection with general events in world history. Here again geography is made the groundwork of history.

_Cla.s.s V._ (One hour weekly.) Work carried on as previously. Narratives of events chiefly during the time from the Reformation to the French Revolution.

Central features studied: Luther and the time of the Reformation (Luther's childhood and youth, Karl V., extension of the Reformation, and the Thirty Years' War), the period of absolute monarchy, the time preceding the Revolution, science and discovery. Presentation of topics the same as previously given. Here is included also a considerable amount of culture history, descriptions from which are given in such a way that life among the higher cla.s.ses, as well as among the oppressed, may be presented and appreciated.

_Third Division_

_Cla.s.s VI._ (One hour weekly.) Work continued as heretofore. Stories from the time of the Revolution down to modern times. Among the materials used are the following topics: time of the Revolution, 1789-1800; Napoleon, 1800-1815; July and February Revolutions, Napoleon III., Germany's consolidation, discoveries and inventions, delineations of the history of civilization, and the advance of modern times in industries and means for communication.

_Cla.s.s VII._ (Two hours weekly.) The history of the fatherland gone through in great detail and in a definitely connected manner. All work based upon what has been learned in former cla.s.ses. The following are among the more important points considered: Norway in ancient times, Norway organized into a Christian kingdom, Norway's time of prosperity, Norway under internal wars, Norway under later kings of Swedish family and descent, Norway in union with Sweden and Denmark, Norway united to Denmark until 1661, time of absolute monarchy (1661-1814), Norway in 1814, Norway since 1814. In addition, the chief features of social inst.i.tutions, the condition of the state, rights and obligations of citizens, state administration, communal affairs, and similar topics are discussed at some length.

By the a.s.sistance of a suitable text the presentation should impart to the pupils a moderately connected knowledge of the historical development of the fatherland up to the present time. The children should obtain clear insight into the inner historic situations; persons, events, and specific dates standing as contributors in the background.

Historic sagas and related selections are used in connection. While attention centers in the history of the fatherland, important contemporary events in general history are kept constantly before the eyes, frequent reference being made to the studies in Cla.s.ses IV-VI.

The stated aims, enumerated means, and outlined methods of presentation afford a fairly good idea of the work done in the study of history throughout the primary schools. It has been observed, perhaps by many, that instruction in history has been preceded by one year's study of geography, that the geography of the several countries precedes the history of the peoples inhabiting them, and that geographical appreciation is utilized as a foundation for instruction in history.

The main purposes of instruction in history are: development of patriotic and loyal citizens, intellectual training, and cultural information. The prized traits of citizenship are read, sung, and drilled into the daily life of every child in the entire country, and these impressions are fixed so definitely that they live through generations, even when the subjects are transplanted to foreign soils.

Story telling in the beginnings of history instruction affords an immediate appeal both to the children's interest in personal activities and to their liking for that form of instruction. The characters whose biographies are delineated are the men around whom national activities have centered. The bits of history related are of epoch-making incidents from the earliest times down to the present. Being presented through biography they have a personal touch and flavor which secure vital and immediate responses from the children.

There are still other features worthy of consideration. Incidents of historic interest are not only pointed out and studied but the scenes of these are actually visited. Here again we see the definite way in which history and geography are correlated. Too, since Norway has been favored by the gift of many literary geniuses, most historic characters and events have found place in literary cla.s.sics. All along the way, songs, poems, and dramas having relation to national history are brought into the instruction in a living, real way. The children are given abundant opportunity to attain proficiency in relating historic events with information gained from the fields of geography, language, and literature.

_Nature Study_

_Aim._ Instruction in nature study attempts to awaken the children's interest in and regard for nature in all its expressions, and to exercise their thought powers and judgment so as to enable them to find or make connections between cause and effect. In order that their attention be centered upon the suitability to purpose, conformity to law, harmony and beauty, the children should have their thought directed to nature's creation and maintenance. Finally, the children through this instruction should obtain a conception of how mankind attempts to control nature and to utilize its strength in the promotion of human welfare.

_Materials for instruction._ Our bodily structure in the large or whole, as necessary to an understanding of the general conditions in man's physical life and as fundamental to instruction in health. The more important native and foreign animals and plants; their growth and life, together with their importance in nature's economy. The natural forces which have greatest significance for organic life and for man's efficiency.

_Methods of instruction._ Natural objects or representations of them in model or drawing, and operations of natural forces ill.u.s.trated by experiments observed and written up. The accuracy of observations are tested by the pupil's oral or written accounts of what they see.

Conditions and things familiar to the children in common life are the ones to be used above all others.

_Cla.s.s IV._ (One hour weekly.) Short synopsis over our bodily structure (four hours). Present by oral instruction and through ill.u.s.trative materials the skeleton, muscles, digestive organs, skin, circulation, respiratory organs. The same points may also be studied as they appear in the lower animals.

_Mammals._ (Twenty hours.) Horse, a.s.s, cow, sheep, goat, reindeer, deer, elk, camel, cat, wild-cat, lion, tiger, dog, wolf, fox, marten, bear, swine, elephant, seal, whale, hare, rabbit, squirrel, rat, beaver, anteater, bat, monkey.

_Fowls._ (Ten hours.) Tame chickens, woodc.o.c.k, sparrow, yellow hammer, bullfinch, lark, swallow, starling, dove, cuckoo, parrot, hawk, falcon, eagle, owl, heron, stork, duck, goose, swan, gull, ostrich, and others.

Instruction begins with typical animal forms which are ill.u.s.trated by charts or drawings when the stuffed or mounted specimens are not at hand. The children are required to depend upon themselves as much as possible in finding out individual characteristics in the bodily structures of the chosen forms. Then bodily structure and habits are related, as are also their homes, food, color, and environment. Finally, the animal's meaning in the economy of nature and its value to man are the points studied. Along with the careful study of a typical form, related animals are examined in a more general and cursory manner. The children are taught to remember that while they have dominion over the animals they are at the same time under obligations to them. Disregard of these duties is looked upon as rudeness. Animal stories form a part of the instruction. After studying the chosen types a review takes notice of common characters and separates animals into cla.s.ses.

Instruction is based on a text.

_Cla.s.s V._ (Two hours weekly.) _Plants._ (Forty hours.) _Dicotyledonous plants._ Bluebells, b.u.t.tercups, strawberry, apple trees, pea, clover, beans, cherry, plum, dandelion, blueberry, heather, potato, tobacco, willow, birch, hazel, and others, studied under their regular headings or in their special families.

_Monocotyledonous plants._ Rye, barley, wheat, oats, timothy, lily of the valley, pine, fir, juniper, in connection with respective families.

_Flowerless plants._ Ferns, moss, mushrooms.

_Foreign useful plants._ Coffee, tea, cotton, sugar cane, rice, maize, orange, palms, spices. All plants are studied carefully under their respective subdivisions. As in the consideration of animals, the growth, vital organs, habitat, and use of plants are studied, as are also their grouping, fruit, etc. About fifty plants are studied carefully and others are related to them. The children are taught not to injure plants or trees.

_Animals._ (Twenty hours.) Adder, lizard, crocodile, turtle, frog, toad, mackerel, pike, salmon, trout, herring, haddock, flounder, eel, shark, cabbage b.u.t.terfly, silk worm, moth, bee, b.u.mble-bee, wasp, ant, fly, gnat, gra.s.shopper, spider, lobster, crab, angleworm, leech, trichina, snail, mussel, star-fish, sea urchin, coral, sponge, etc. Instruction along same line as in Cla.s.s IV.

_Physics._ (Sixteen hours.) Based on a text. Instruction to be accompanied by experiments whenever possible--otherwise ill.u.s.trated by drawings and models.

_Solids._ Resistance to change in form: hardness, elasticity. Resistance to change of extensity: compressibility, porosity, adhesion, cohesion.

_Liquids._ No fixed form, apparent unchangeability of extensity, adhesion to solids, solution of solids, mixing of liquids, endosmose.

_Gases._ No definite form, attraction, diffusion, absorption.

_Gravitation._ Weight, units of weight, weighing, relation between weight and size, force of weight as a cause of movement, hindrances to movement, forces in equilibrium.

_The lever._ Balance, hand presses, on the principle of the lever.

_Cla.s.s VI._ (Two hours weekly.) _Liquids._ (Eight hours.) Distribution of pressure, Archimedes' law, specific gravity, communicating shaft.

_Properties of air._ (Eight hours.) Archimedes' law, the atmosphere and its pressure, barometer, pumps and lifters, Mariotte's law.

_Heat._ (Twelve hours.) Different temperatures, effects of heat, expansion of bodies, the thermometer, maximum density of water, melting and freezing, evaporation and condensation, boiling, degree of pressure at the boiling point.

Transmission of heat by radiation and by conduction, good and poor conductors, temperature and humidity of the air, downward pressure, circulation of water, atmospheric currents, sources of heat, heat as force, steam pressure.

_Sound._ (Eight hours.) Origin of sound, its transmission, rate of transmission, the ear, tones, reflection of sound.

_Light._ (Ten hours.) Self-illuminating and dark bodies, transparent and opaque, straight path of light, shade, rate of transmission, reflection, refraction, diffusion of color, convex and concave lenses, microscope, telescope, camera, the eye, spectacles.

_Magnetism._ (Five hours.) The magnet and its poles, their reciprocal relations, magnetizing, difference magnetically in iron and steel, horseshoe magnet, compa.s.s.

_Electricity._ (Fifteen hours.) Electricity of friction, two kinds of electrical condition, conductors and insulators, communicating and distributing, electrical machines, lightning and thunder, lightning rods, electrical current, battery, electric light, electro-magnetism, telegraph, telephone, electricity which generates power.

_Equilibrium and Motion._ (Ten hours.) Motion with uniform, increasing, or decreasing rapidity; combination of motion and force (the parallelogram of power, center of gravity, the three conditions of balance, the beam, the inclined plane); work and vital force; experiment with the pendulum.

_Cla.s.s VII._ (Two hours weekly.) _Physics._ (Sixteen hours.) Machines, block, tackle, windla.s.s, the curved pivot, various driving forces (water wheel, steam engines, dynamos), application of machinery in the industries, railways and steamboats.

_Chemistry._ (Sixteen hours.) Ingredients of water and air, coal, carbonic acid, burning and oxidation. Fundamental elements as material in all bodies. Examples of elements: oxygen, hydrogen, nitrogen, carbon, chlorine, sulphur, phosphorus, aluminum, iron, silver, and gold.

Examples for combinations: water, ammonia, sulphuric acid, rust, soda, cooking salt, lime, chalk, clay, quartz, ores. Examples of organic matter: starch, sugar, alb.u.men, alchohol, fats. Instruction in chemistry consists in ill.u.s.trations and descriptions of materials and experiments.

_Structure and life of the human body. Study of health._ (Thirty hours.) Based on text. Study of skeleton, muscles, nervous system, work and rest, sense organs and their use, digestive organs and processes, use of teeth, blood and circulation, breathing pure and impure air, kidneys, meaning of bodily exercise, structure and use of the skin, bathing, clothing, dwellings, foods and pleasures (under this intoxicating drinks, tobacco, etc.) Something regarding contagious diseases and help in times of accidents. Inject instruction on health when convenient in connection with the study of the organs of the body. Ill.u.s.trate by experiment when possible. General review, especially the points concerning the nourishment and respiration of plants and animals.