Part 9 (1/2)
The outline in nature study impresses one with the inclusiveness of the course The elementary phases of aniy and health are made the objects of careful consideration True this study in soless, and without spirit because of not being connected with the vital interests of the pupils, but on the whole the work is brought very close hoh it the children are able to see the contributions to life and hus in rades the work is mostly devoted to descriptive studies Considerable attention is given also to the intrinsic value to man of animals, plants, and natural forces, and the le forward The nature lessons throughout the grades are enriched and enlivened by the use of well selected and carefully prepared appliances andanimals and plants in their natural habitat, forces as applied in theinstitutions, and minerals in their successive processes of development and refinement are studied at first hand Every school where the financial stringency is not too keen is provided with a liberal amount of apparatus for demonstrational purposes (_anskuelsesmidler_) As an instance, every primary school in the city of Christiania has at least one roo of this material
Maps, charts, mounted specimens, plates, preserved articles, and accessory materials are there in abundance, and provide ht wish to enuine phases of laboratory work are not provided, though a considerable arades
The teacher presenting this course uide back of all work done Text books (good ones though condensed) play a part, but a much smaller part than would be the case in our American schools were similar instruction approached in a formal way In other words, their teachers furnish the course and _teach_ the subject, while too many of ours merely present the course provided in the adopted text book
Writing, drawing, vocal ymnastics are also in the curriculum and each receives careful attention Perhaps extended outlining of these courses and long discussions concerning thenized Their presentation in the schools of Norway is cos eneral state and drawing in particular--do not justify the a is rade the require is required of all alike Those who have ability in this line of work perhaps receive too little instruction; others, without talent or liking for it, regard it as a drudgery and, in the ifted The finer coordinations required in both writing and drawing are frequently in advance of the development of the pupils and work injury rather than benefit
Vocal music is required of all and injures none Probably each one reaps considerable benefit fro is very different froue in our Areat deal of influence in this respect Since church and state are united theportion of the s of stately dignity constitute the bulk of their selections, while those of lighter strain are interspersed at intervals not too close together In Ale” point of view Our children like theians, too, are delighted when perhter strains of low as their le or in the rich harmonies of their psalms Common use of the better quality of music cultivates their ability to appreciate and to render works of higher order than one usually finds in the schools of our own country
Manual and industrial training has had an important place in their schools for ht to the boys, while the girls enjoy equally well the privilege of sewing or cooking These activities are certainly valuable in the training of the young, and their influences extend into the hoular order for all pupils A Swedish system of exercises is used which requires little apparatus but yields large returns Abundant well-directed exercises of various kinds are provided for every pupil at stated periods and are entered into with zest The regularity hich the gyiven doubtless hasthe health of the children As a class they are not only free froorous and robust Another part of their gymnastic work is the outdoor exercise which is required of all the pupils between the class periods This doubtless adds ram
The course as a whole includes the fundamentals and chief essentials to educational activity Those who pass through the prient appreciation of life and its s They are able to eneral affairs in an approved manner The masses feel the necessity of the fuller life thus provided and in turn the school is ad loyal and capable citizens Furthermore, those who are so favorably situated that they er than seven years and desire fitness for entrance upon the work of higher education find in the priratify their desires
The connection between the lower and higher schools was not at all satisfactory until 1896, when the Storthing readjusted the systerade of the primary school into the four year rades of the primary school they may enter either a three or a four year middle school and finish in three years Since the nurade is larger than can be acco educationally are adht to choose the fittest for entrance into their schools, the primary school rades suffers injustice as a result of this selective process The connection between the schools is not yet perfect and some unrest is evidenced in reference to the matter
The chief need seems to be an increase in the number of middle schools
III THE MIDDLE SCHOOL
The Storthing, in 1896, passed a law defining the li to the enactment this school builds upon the foundation laid in the prieneral education suited to the needs and receptivity of childhood The course of study offered th, but in no case shall it exceed four years in duration The four year course ai the first five years in the common school Where the connection can be rades in the primary school, the course of the ly shorter The aieneral siher, ht into all subjects of instruction It is required that instruction be given in religion, Norwegian, Gerraphy, natural science, , and vocal music Instruction in doirls
Fored tuition; but, as the conditions in the coradually improved, provisions were made in some of them for the issuance of a certain nuoverned in such a way that those most in need were the first to receive the benefits From time to time scholarshi+p funds were increased until now some communes provide free scholarshi+ps to all resident children The city of Christiania has a three-yearupon the foundation of seven years of pri no tuition whatsoever This provision together with the building up of scholarshi+p funds are forerunners of free entrance, probably, to all of the state's middle schools As already stated, the work of the middle school overlaps in part that of the primary school The course of study for Classes I and II is in a large measure a duplication of that provided for Classes VI and VII in the lower school However, to present the work of the middle school adequately, it is essential that the course for the entire four years be here included The state adopts a curriculum which is used in all of its secondary schools Minor details such as texts vary in the different schools The following is an outline of the curriculuion_
_Class I_ (Two hours) Vogt's Bible History to the fall of the Kingdom of Judah J Sverdrup's Commentary to Article 2 Verses of hyt's Bible History from ”The Exile” to ”The Story of the Passion” Commentary from Article 2 to ”The Sacraments”
Verses from hymns
_Class III_ (Two hours) Bible History and Commentary co
_Class IV_ (One hour) Y Brun and Th Caspari's Church History gone through and reviewed Cursory study of the ecclesiastical year and the order of divine service
Here we note the beginnings of a e part of the work is historical Texts and lectures covering practically identical grounds fore to the ion strikes the writer as a distinctive turn or transfer from moderately successful to useless endeavor The personal touch and hu of Bible stories afford soenuine inspiration Life touches life When character is exeh story once to have had expression in a fellow mortal, interest is awakened and the child instinctively imitates the vision before him He transforms it into life He enters into the spirit of the theiveth life
On the other hand, when religion is presented in a formal hen an abstract view is taken, when the core of the subject is in the cold pages of texts,--then the letter killeth Through force of habit the children retain soh the motions of study and recitation, but the life of the subject is very soon extinguished and even respect for it vanishes in large ood results are obtained through the efforts of teachers who are especially well qualified for this work
_The Mother-Tongue and Old Norse_
_Class I_ (Five hours) Pauss and Lassen's Reader II 2 Sos of the Fatherland learned by heart Oral and written analysis
Hofgaard's Norwegian School Graraphs 1-31, 34-38, 41, 45, 48-59, 61, 65, 76-79 TheWritten work (dictation and composition) each week
_Class II_ (Four hours) Pauss and Lassen's Reader II 3 Poes of the Fatherland learned by heart Hofgaard's Grammar continued, also analyses One written exercise each week (dictation and easy composition)