Part 10 (1/2)

_Class III_ (Three hours) Same Text From ”Charles V” to ”The February Revolution” Review

_Class IV_ (Three hours) Same Text Reviewed in its entirety

The course in history is very rich and its study is entered into with animation The teacher is usually a reat profit A considerable amount of the class period is devoted to a vivid and analytic introduction of the work to be done at the nextof the class, preparation for which shall be made in the meantime Problems are presented and purposes are indicated so that the preparatory study may be done with some definite end in view

All facts of history are placed in appropriate settings and perspective, correlated into a unity, and given vitalMaps, charts, and pictorial illustrations are provided in abundance and used constantly

Frequently historic scenes near at hand or known to the pupils are pointed out, minutely described, and visited

Teachers appeal to the senti loyalty for the fatherland in the hearts and row eloquent as they warmed up on phases of Norway's history, and have noted the flushed cheeks and snapping eyes of the children that bespoke the national pride of the young hearts as fas of their heroes were quoted

When given an opportunity--a common occurrence--the pupils enter into the rehearsal of historic events with enthusiasm Every mind in the room is active They are awake to the situations and are familiar with the scenes and literature connected with the several stages of developiven in response to questions from the teacher are nearly always in the for ten or fifteen n country is entered into in a spirit si the consideration of their own On one occasion I listened to a review on A the characters taken up were Grant, Lee, Harriet Beecher Stowe, and Lincoln

The pupils discussed Uncle Tom's Cabin with familiarity, Lee was considered as ”The Napoleon of America,” but Lincoln was the one to whom most of the class period was devoted At the close of the hour the teacher announced a lecture on ”Abraha-Men's College (_Arbeiderakademi_)[24] of which he was the director This incident illustrates the way in which they correlate the work of different educational organizations, and shows their interest in the important events connected with the history of other nations

_Geography_

_Class I_ (Two hours) Arstal's Geography Norway and Sweden Review

_Class II_ (Two hours) Arstal's Geography From ”The Central European Mountains and Rivers” to ”Asia” Studied and reviewed

_Class III_ (Two hours) Arstal's Geography The foreign continents

Studied and reviewed

_Class IV_ (Two hours) Arstal's Geography Repeated or reviewed in its entirety

Two books are used in the study of this subject One is ned, carefully drawn, and thoroughly reliable ood quality of paper The other is a text giving a good logical statement of what the course is calculated to include The teacher must provide the major portion of the inforh cooperation of pupils Illustrative reat abundance and in diversified variety

An effort is made to impart to the pupils a satisfactory appreciation of the conditions prevailing in the countries considered Their colonization, coraphy, political subdivisions, cities, population, river and mountain systeins with the geography of Norway Next foreign lands and conditions are taken up and compared to situations at holobe have been kept for a tiiven which occupies the greater portion of the last year in the middle school course

_Mathematics_

_Class I_ (Five hours) Numbers resolved into factors Fractions Soebra: Bonnevie and Eliassen's text Fro to division Geoht lines divided into equal parts Arithe

_Class III_ (Five hours) Algebra: Bonnevie and Eliassen's text From division to equations with two unknowns Georae and interest

_Class IV_ (Five hours) Algebra: Bonnevie and Eliassen's text From equations with two unknowns to close of book Geometry: Bonnevie's text

From Book IV to close of text Review of entire text Drill in co solids and other

One of the most favorable features of their instruction in mathematics is the intimate connection they make between the several phases of the subject Aritheometry are never wholly separated from each other They are in reality interwoven and so definitely correlated that each contributes to the others By constant use the several processes become familiar tools in the mental activities of the pupils Mastery of the principles of the science and ability in their use are the ends to be attained The outline of the course indicates the extent of the field receiving attention It is sufficient to say that the topics are all made to appear plain, definite, and vital; and that they are assi life

_Nature Study (Natural Science)_