Part 12 (2/2)

_Class I_ (Four hours) Cheh and reviewed Physiology: Knudsen and Falch's The Human Body II Studied and reviewed

_Class II_ _Real_ (Five hours) Isaachsen's Physics Fro carefully studied Exercises at home and at school Botany: Th Resvoll's text Couistic (One hour) Botany: Resvoll's text Completed and reviewed

_Class III_ _Real_ (Five hours) Isaachsen's Physics Froy: 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 becoymnasium Here we find the fields very definitely separated The etable developy), and the iene forhout 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 soo at it in real earnest Only one or two at a tiet soreater results which immediate individual experiress of a lesson in zoology (where I was a visitor) a supply of live speciical station at Drobak, and the reations 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 exa appointreat favor to be privileged to continue this study for an extra class period This is but one illustration of the interest attending laboratory here each pupil may handle and examine for himself--where he may be a doer, an active participant instead of merely an observer

Chapter IV

INTERPRETATIVE CONCLUSIONS

This chapter is for the consideration of some of the reater detail in the foregoing chapters The ai some features of Norway's systeht of coical principles, to est possible improvements where they seem to be needed It is clearly evident that school practices admirably adapted to the social conditions in one country may be far from desirable in another On the other hand, it is well-known that some educational means may be equally suitable in more than one country Furthermore, certain fundamental principles are effectual wherever education is atte adopted bodily by us and others capable of transformation into shapes calculated to improve our educational practices

THE PEOPLE AND THEIR IDEALS

The Norse are a sturdy race having potentialities capable of great accohtly directed Conditions prevented these capacities fro with freedoy which had accu decades and centuries asserted itself and effected a rapid rise in the political and intellectual status of the nation

It is believed that Norway is now in a period of transition fro the nations of the world Politically, ethically, and educationally she assuians are recognized a the leaders in literature, art, and science, and equal to any as pioneers in the development of the rich frontiers As citizens they are enthusiastically welcoiven theor of reat undertakings and critical situations They have beco all obstacles in their way, and they naturally concentrate their energies for the achievement of their desired ends

It is reasonable to expect similar traits in them as a nation Their past actions declare these same tendencies and their present attitudes confirm the observer in the belief that the history of Norill continue the story of regular and ever higher developly de thenize their self in a very successful way Matters of ihs through to the bottos While very conservative, the state will not per new conditions when they are proven superior to the old After thorough exament on the situation and then stands on that solution Conservation has been an operating principle with the the line A step in advance, soreater political freedoained are always retained

The union of church and state for exaion and politics were handled by the sathened Each found in the other sources of inspiration and power They both recognized education as a necessary funda in the main on the educational ideals of Martin Luther the church accepted the chief responsibilities in the direction of school activities, while the state very cheerfully undertook the burden of their support Through the processes of growth direct responsibilities have been h the church continues to exert very strong influence and render every possible assistance

Resulting from this cooperative activity a system of education has evolved which is effectual in the improvement of the state and in theto its design this systeent citizenshi+p, and prepares them severally for the performance of every function of state, the service of the church, and for the various arts, professions, and other occupations of life In other words, Norway provides for her children educational advantages suitable to every legitimate requirement or desire Thus its school system develops a loyal, well-trained citizenshi+p capable of er to cooperate in reater and nobler achievement