Chapter III · (continued 2)

Class II. R. G. (Two hours.) Hermanstorff and Wallem's Reader II pp. 1-31 and 104-112. Grammar drill by references to synopses of grammar in the beginner's book. Wallem's Vocabulary Part I. 1 and V. 6-10 studied and reviewed.

Class II. Lang. (With Latin five hours, without Latin four hours.) Hermanstorff and Wallem's Reader. Division without Latin about eighty pages, consisting of Part I., the last section and Part II selections for A, I-VI for B, III, IV, VII, XI. Division with Latin, the same amount excepting B, VII and XI. Wallem's Vocabulary, review V. 6-9.

Class III. R. G. (Two hours.) Hermanstorff and Wallem's Reader, about eighty pages.

Class III. Lang. (Three hours.) Hermanstorff and Wallem's Reader I, the last section and II for A, I-X and for B, I-XIII with the exception of a few selections such as X in A which is read only cursorily. As exercise in ex tempore translation use Duruy's History of France.

About the same amount of French is taken in the Latin as in the real course of study though it is carried but for two years in the former and three in the latter.[25] More time is provided for it in the linguistic-historical course then in either of the others. Reference to the table on page 171 will indicate exactly the amount of time used and its distribution throughout the years.

The French language is not as closely related to the Norwegian as are the German and English. Greater variations are noted both in pronunciation and in vocabulary. Almost universally the Norwegians regard it as the most difficult of the three foreign languages to acquire.

The study of French is not begun until the pupils enter the gymnasium when they are fourteen or fifteen years old. English and German are begun three and four years before French. The teachers believe that a mistake is made in not beginning the study of French earlier. It is worthy of note that the Norwegian pedagogues who have tried beginning instruction in the languages at different times in the school course are definitely of the opinion that to begin the study of a foreign language early is a distinct advantage. It seems to the writer that American schools might profit by this experience and introduce the study of languages in the lower grades.

TABLE XI

Course of study showing weekly hours in Christiania Cathedral School (1910-1911).

GYMNASIUM

CoursesRealLanguage-HistoryLatinMiddle School

Classes321321321IV.III.II.I.

Religion2112112111222

Norwegian4545644543-1/23-1/245

German3-1/2333-1/2333-1/2335556

French224344054

English224774224555

Latin 117

History3335533333323

Geography2112112112222

Mathematics6642242245555

Natural Science5541141143223

Writing 1/21/212

Drawing122 2 22222

Vocal Music11111111 1111

Gymnastics4444444444333

Manual Training 2222

Total35-1/2353535-1/2353535-1/2353536363636

English

Class I. (Four hours.) Brekke and Western's Selections from English Authors for the First Gymnasium. The regulation sixty pages (matter from which examination is taken) is read and reviewed. Forty pages ex tempore. One synopsis or reproduction each second week. Knudsen's English Prepositions and Synonyms.

Class II. R. G. and Latin (Two hours.) Brekke and Western's Selections for Second and Third Classes in the Real Gymnasium. Sixty-seven pages read and reviewed in part. Ex tempore: Called Back of Conwoy.

Class II. L-H. (Seven hours.) Brekke and Western's Selections from English Authors for Second and Third Linguistic-Historical Classes, one hundred and sixty pages. Merchant of Venice, Act I. Most of Brigadier Gerard by Conan Doyle. Western's English Institutions gone through. Otto Anderssen's History of Literature to "Bacon." Written exercises each week.

Class III. R. G. (Two hours.) Anderssen and Eitrem's Selection of English Classics, thirty-three pages. The portion from which selections are taken for the final examination (Artium Examen) reviewed in its entirety. Ex tempore: Called Back of Conwoy.

Class III. L-H. (Seven hours.) Brekke and Western's Reader. Obligatory, Selections 3, 4, 16, 17, 11, 19. From Otto Anderssen's English Literature the required amount: Swift, Byron, Thackeray, Merchant of Venice. O. Anderssen's History of English Literature. Western's English Institutions. Written work each week.

Class III. Latin (Two hours.) Anderssen and Eitrem's Selection of English Classics, forty-five pages. Review of selections from which examinations are taken.

The connections the Norwegians sustain with the English speaking world are, perhaps, stronger than those binding them to any other people. Norway has close commercial associations with both England and America, and rarely does one find a family in Norway without near relatives in one or both countries. As a consequence, more than usual interest attaches to the study of English. Strenuous efforts are now being made to introduce it into the curriculum of the elementary school, and such change will probably be effected at an early date.

According to the present plan those who graduate from the gymnasium have studied English six or seven years and have gained a fairly definite knowledge of it. They are able to read fluently and converse with ease. They have become familiar also with much of the best English literature, and through it have been brought into close touch with the life and culture of the English speaking peoples.

Latin

Class II. Latin (Seven hours.) Schreiner's Short Grammar. Inflection and some of the rules of syntax. Ording's elementary book. Ording's Latin Reading Selections, pp. 1-36. Written exercises each week.

Class III. Latin (Eleven hours.) Schreiner's Latin Reading Selections, pp. 30-67 and 73-88. Livy XXII., chapters 4, 9-15, 16-18, 19-28, 42-55. Cicero in Verrem IV., sections 1-14, 60-70, 72-81, 105-115. Schreiner's Short Grammar: Syntax. Forty written translations.

Latin is included in the curricula of only about one-half of the gymnasia of Norway.[26] It is taught by competent teachers who appeal to the interests of the pupils through related history and literature, and through promise of linguistic excellence. The work is gone into thoroughly, drill is constant, and readiness in response is demanded.

Despite the excellent quality of instruction there is a general feeling among the Norwegians that the study of Latin does not yield the immediate and substantial returns coming from other kinds of study. While they recognize that for advanced work in certain lines Latin is a prerequisite, they are convinced that, outside of those special lines of learning, contemporary tongues, history, biology, industrial chemistry, and other scientific subjects are more beneficial. As a consequence this branch of study is on the decline.

History

Class I. (Three hours.) Ancient history as treated in Raeder's text. History of the middle ages up to the second division from Schjoth and Lange's General History.

Class II. R. G. and Latin (Three hours.) Schjoth and Lange's General History. History of the Middle Ages and of Modern times until the Vienna Congress. History of Scandinavia until 1720. Survey of its more important portions—oral or written.

Class II. L-H. (Five hours.) History of the Middle ages down to the French Revolution from Schjoth and Lange's General History. History of Scandinavia to 1720. In addition use two hours per week in historical readings including such topics as the feudal system, medieval poetry, the university, Venice, craftsmen and merchants in the middle ages, Fredrik II., Hanseatics and aristocracy in the north, William Pitt.

Class III. L-H. (Five hours.) Schjoth and Lange's General History finished. Scandinavian history in the nineteenth century. Review of all requirements. Taranger's Social Conditions or Civics. Historical readings including introduction to the French Revolution, state rights in Norway, general culture and political development in our time, Norway in 1814, historical events.

Class III. Real and Latin. (Three hours.) History of Norway since the treaty of Kiel in 1814, and the history of Europe after the Vienna Congress, using Schjoth and Lange's General History. The more important features are presented in oral synopses. Besides this Taranger's Civil Government of Norway.

The study of history in the gymnasium builds very definitely upon the foundations laid in the primary and middle schools. The supposition is that the pupils are by this time capable of getting from texts the information they contain.

The class periods are devoted partially to texts of lesson preparation, but mostly to free discussion and to presentation of relevant material by the instructor. Bits of information regarding the private life of historical characters, minor incidents in their careers, and varied personal touches given by the teacher infuse spirit and vitality into the entire course. The lessons are brought directly home to the pupils and they are able to appreciate the fact that they are inheritors of past accomplishments and participants in present activities. Some of the most interesting and enthusiastic recitations I visited were in history.

All through the course in history Norway is given first attention and consideration. Its history is begun first, all along it is made the center around which the history of other nations is grouped, and finally it is given the concentrated, mature, and crowning efforts of those pursuing the long course of instruction. The closing year is generally devoted to a study of social and political conditions in the fatherland. Norway's constitution with its many provisions and administrative features of government (general and local) is given to the youths in clear, concrete, and concise presentations. Upon leaving the gymnasium the young people, therefore, are in a position to appreciate the meaning, privileges, and responsibilities of citizenship. While they have their affections centered in their native land, they are able to comprehend the relative accomplishments, standing, and conditions of other countries.

Geography

Class I. (One hour.) Haffner's Physical Geography.

Class II. (One hour.) Steen's Mathematical Geography. Completed and reviewed.

Class III. (Two hours.) Arstal's Economic Geography. Review all requirements.

The gymnasial course in geography includes physical geography, astronomy, and political geography. It is rich and profitable. Under the head of physical geography are included such topics as physiography, petrography, dynamic geology, history of the world's development, the earth's surface, oceanography, and the atmosphere. While only a general survey of the respective fields is possible, the pupils obtain a pretty fair grasp of fundamentals and feel that they have a very good and adequate idea of what their home—the earth—really is.

The work in astronomy or mathematical geography, as it is frequently called, is concerned chiefly with the earth's place in the universe, the Copernican system, Keppler's laws, the moon, the earth (form, size, and motion), the celestial world in general, the sun's apparent motion, the sun as a measurer of time, etc., etc.

Political geography provides acquaintance with the earth in special reference to man's presence and welfare. It treats of his means of livelihood, ways of communication, and the conditions under which he colonizes, builds up cities, and develops generally.

Mathematics

Class I. (Four hours.) Algebra: Bonnevie and Berg's text. From beginning to "Series." Geometry: Bonnevie and Sorensen's text. Entire text covered and reviewed. Examples at home and at school.

Class II. Real (Six hours.) Algebra: Bonnevie and Berg's text. From "Series" to end of text. Trigonometry: Johannesen's text. Completed and reviewed. Stereometry: Guldberg's text. Completed and reviewed. Analytical Geometry: Guldberg's text. From beginning to "The Ellipse." Problems at home and at school.

Class II. Linguistic (Two hours.) Algebra: Bonnevie and Berg's text. "Series." Trigonometry: O. Johannesen's text. Solving of problems.

Class III. Real (Six hours.) Guldberg's Analytical Geometry. E. Holst's Higher Arithmetical Series. Review of all requirements in real course. Solution of problems.

Class III. Linguistic (Two hours.) Review of the entire requirement. Examples at home and at school.

In addition to completing the work begun in the middle school in arithmetic, algebra, and geometry; instruction in the gymnasium includes trigonometry, stereometry, analytical geometry, and higher arithmetical series. The methods of instruction are the same as those used in the middle school though, of course, adapted to the greater maturity and stronger mentality of the pupils. By the time pupils enter the gymnasium considerable ability should have been gained in working independently. Where necessary, the teacher cooperates in solving problems and makes sure that the principles involved are thoroughly understood.

Frequently during the recitation period several members of the class are called to the blackboard, one at a time, to perform operations under consideration. As the pupil develops the problem he explains every step taken as he proceeds. The other pupils observe closely, take notes, and offer suggestions. The instructor carefully supervises every move, giving explanations when necessary not permitting erasures or leaving any operation until all in the class understand fully. In this way hearty cooperation is secured. Every mind is actively engaged and the excellent results testify of the validity of the method.

Work in analytical geometry and higher arithmetical series is taken only by those in the real course of instruction.

Natural History

Class I. (Four hours.) Chemistry: Waage's The Chemistry of Daily Life. Gone through and reviewed. Physiology: Knudsen and Falch's The Human Body II. Studied and reviewed.

Class II. Real (Five hours.) Isaachsen's Physics. From the beginning to "Heat." Review after having carefully studied. Exercises at home and at school. Botany: Th. Resvoll's text. Completed and reviewed.

Class II. Linguistic (One hour.) Botany: Resvoll's text. Completed and reviewed.

Class III. Real (Five hours.) Isaachsen's Physics. From "Heat" to end of text. Entire text reviewed. Zoology: Chr. Bonnevie's text. Studied and reviewed. Botany: Th. Resvoll's text reviewed.

Class III. Linguistic (One hour.) Zoology: Chr. Bonnevie's text. Studied and reviewed. Botany: Th. Resvoll's text reviewed.

Natural Science or Nature Study in the earlier years of school life is less differentiated than it becomes in the gymnasium. Here we find the fields very definitely separated. The more important chemical laws, animal and vegetable development and growth (botany and zoology), and the more essential features of human physiology and hygiene form centers of attention throughout the three years. In the real course physics also is stressed, though in the other courses of study little time is provided for it.

Not as much is made of the laboratory method as seems advisable. While every school has some provision for it they do not go at it in real earnest. Only one or two at a time can do first hand work. The others cooperate mentally and get some benefit, but they cannot reap the greater results which immediate individual experimentation yields.

One day during the progress of a lesson in zoology (where I was a visitor) a supply of live specimens arrived from the marine biological station at Drobak, and the remaining portion of the hour was devoted to investigations at close range. Interest was intense. Pupils dipped in (literally) and investigated at their own pleasure quite informally. The material was soon divided up into several receptacles, and around each of these gathered an eager group in an effort to use, handle, and examine every specimen. Those who had no interfering appointments for the succeeding hour accounted it a great favor to be privileged to continue this study for an extra class period. This is but one illustration of the interest attending laboratory work where each pupil may handle and examine for himself—where he may be a doer, an active participant instead of merely an observer.