Part 5 (2/2)
Division First Second Third Year I II III IV V VI VII Total sex[A] B G B G B G B G B G B G B G B G -------------------------------------------------------------------------- Religion 6-2 6-2 6-2 6-2 6-2 6-2 4 3 4 3 4 4 3 3 24 22 Norwegian 12 11 10 8 8 7 5 5 5 4 5 4 5 5 50 44 Matheraphy 3 2 2 2 1 1 1 1 1 1 1 1 9 8 History 2 2 2 2 1 1 1 1 2 2 8 8 Nature Study 1 1 2 2 2 2 2 2 7 7 Writing 4 4 4 3 3 2 2 2 1 1 1 1 1 1 16 14 Drawing 2 2 2 2 2 2 2 8 6 Vocal Music 1 1 1 1 1 1 1 1 1 1 5 5 Manual Training 2 4 4 4 2 4 2 4 2 4 6 26 Gymnastics 2-2 0 2 2 2 2 2 1 2 9 5 Total 24 24 24 24 24 24 24 24 24 24 24 24 24 24 168 168
[Note: Year 1910-1911]
[Note A: _B_ refers to boys, _G_ to girls]
The coe 106 clearly evidences the similarities already referred to and, at the same ti of comparisons, difference in the number and distribution of hours is more a matter of method or correlation between branches than an indication of actual difference in acco _, but it is very probable that it will include a considerable aue or a definite correlation with nature study, history, or religion The fundaed or measured is whether it prepares the pupil fully for work in the middle school
TABLE X
Coion | Norwegian | | Matheraphy | | | | History | | | | | Nature Study | | | | | | Writing | | | | | | | Drawing | | | | | | | | Vocal Music | | | | | | | | | Manual Training | | | | | | | | | | Gymnastics | | | | | | | | | | | |Total -------------------------------------------------------------------------------- City sex(A) B G B G B G B G B G B G B G B G B G B G B G B G -------------------------------------------------------------------------------- Christiania 24 22 50 44 26 23 9 8 8 8 7 7 16 14 8 6 5 5 6 26 9 5 168 168 Bergen 21 21 55 53 29 28 8 8 9 9 8 7 10 8 9 8 5 5 8 24 10 7 172 178 Trondhjem 23 22 57 51 31 27 12 11 11 11 8 8 18 15 7 4 4 5 8 29 9 7 188 190 Stavanger 22 22 63 57 30 30 8 8 11 11 7 7 12 10 4 4 5 5 10 23 8 5 180 182 Drammen 24 24 52 47 29 25 8 8 8 8 6 5 17 13 5 3 5 5 6 25 8 5 168 168 Kristiansand 22 22 49 49 25 25 10 10 11 11 8 7 13 13 5 5 5 5 6 8 8 6 162 161 Aalesund 27 27 46 44 26 22 6 6 11 11 6 5 16 15 4 3 5 5 6 21 9 5 162 164 Fredrikshald 21 22 52 44 25 23 10 9 9 7 5 6 14 11 5 6 6 6 8 24 7 4 162 162 Skien 21 21 47 44 25 24 10 8 9 8 7 5 16 14 4 4 5 5 10 24 8 5 162 162 Kristiansund 24 24 50 47 27 26 8 8 9 8 8 7 18 15 3 3 5 5 6 20 10 5 168 168
[Note A: _B_ refers to boys, _G_ to girls]
RELIGION READING RECKONING RITING
The four R's in Norway's educational system form the center of their educational endeavors Only a superficial glance at the tables presented is necessary in order to notice their prohout the course of study While the amount of ti indication of their predominance, we must also carry in mind an allowance for closest possible correlation between the the sas in mind we enter at once upon the discussion of the course of study or school plan Though the progra are taken froeneral unless otherwise specified For varied reasons, but chiefly because they are typical, specific, and concrete, the courses of study used in Christiania--primary and secondary--are chosen as illustrations The following is not a verbatim translation of Christiania's plan of instruction but an abbreviated statement of the work as outlined in their published school plan (_Skoleplan_) I have endeavored to select the hout and to represent them as exactly as a condensed version renders possible Where inaccuracies or os oarded as absolute essentials to a correct representation of the intent and spirit of the work as carried on
OUTLINE OF SUBJECTS OF INSTRUCTION
_Religion_
_Aiion are to develop the religious instincts of the children and to instill in therow a healthy Christian life and a clear conception of the church
To attain these, an effort isfund of information:
Definite acquaintance with the more important parts of Bible history, with the chief events in church history, and with the catechiselical Lutheran creed
_First Division_
_Class I_ (Six half hour periods weekly) Instruction during the beginning weeks consists in sined to ie of Christianity, ethics, and morals; to effect definite connections with previous hoious and moral attitudes in the children preparatory to the more direct instruction to follow
The real instruction in Christianity or religion begins with Bible stories selected from the Old and New Testa of the children and their ability tothe ones used: The Story of Joseph, Samuel and Hannah, David and Goliath, The Birth of Jesus, The Three Wise Men, Jesus in the Te the Widow's Son, Jesus Blessing the Children, Jesus Teaching the Disciples How to Pray The stories are presented orally and explained and elucidated in such a way that the children may receive clear and vivid pictures of the persons and events referred to, appreciate their connections with the Holy Scriptures, and be able to rehearse the narratives in an intelligent ious or ht to a clie of Scripture, a response from the catechism, or a verse of some hymn, which should be memorized
_Class II_ (Six half hour periods weekly) Bible stories from Old and New Testaments takenthe:
_From Old Testament_: The Creation and Eden, The Fall, Cain and Abel, The Flood, The Call of Abraha of Isaac, The Marriage of Isaac, Esau and Jacob, Isaac Blessing His Sons, Jacob's Flight, The Birth and Rearing of Moses, The Call of Moses, Moses Before Pharaoh, The Exodus froypt