Part 8 (1/2)

_First Division_

_Class 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 Tiust, 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 ireater fixity The pupils rehearse the stories they have been taught Historic poes of the fatherland which refer especially to people or incidents are studied in connection with the history Thethe for up and enriching the historical ideas of the fatherland The more important phases of social institutions are presented in a way suited to the capacity of the pupils As the stories proceed, an atteree of appreciation of their historical sequence

_Second Division_

_Class IV_ (Two hours weekly) Stories and descriptions regarding general history centering about the following points or topics: Ancient world kingdoreat discoveries and inventions Treativen in Class III Stories, anecdotes and pictures add life to regular routine

Stories of the fatherland are presented in very brief foreneral events in world history Here again geography is roundwork of history

_Class 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 absolutethe Revolution, science and discovery Presentation of topics the saiven Here is included also a considerable aiven in such a way that life a the oppressed, may be presented and appreciated

_Third Division_

_Class VI_ (One hour weekly) Work continued as heretofore Stories fro thetopics: 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

_Class 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 for the more important points considered: Norway in ancient tidom, 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 institutions, the condition of the state, rights and obligations of citizens, state administration, coth

By the assistance of a suitable text the presentation should ie of the historical development of the fatherland up to the present tiht 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, ieneral history are kept constantly before the eyes, frequent reference being made to the studies in Classes IV-VI

The stated aims, enumerated ood 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 theraphical appreciation is utilized as a foundation for instruction in history

The main purposes of instruction in history are: develop, and cultural infor, and drilled into the daily life of every child in the entire country, and these ienerations, 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 forraphies are delineated are the men around whom national activities have centered The bits of history related are of epoch- incidents fro 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 eniuses, most historic characters and events have found place in literary classics All along the way, songs, poeht into the instruction in a living, real way The children are given abundant opportunity to attain proficiency in relating historic events with infore, and literature

_Nature Study_

_Aim_ Instruction in nature study atteard 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, harht directed to nature's creation and h this instruction should obtain a conception of how th 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 rowth and life, together with their ireatest significance for organic life and for man's efficiency

_Methods of instruction_ Natural objects or representations of the, and operations of natural forces illustrated 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

_Class IV_ (One hour weekly) Short synopsis over our bodily structure (four hours) Present by oral instruction and through illustrative ans, skin, circulation, respiratory organs The same points may also be studied as they appear in the lower animals