Chapter III: Courses of Study in State Schools (3)

_Class III._ L-H. (Five hours.) Schjoth and Lange's General History finished. Scandinavian history in the nineteenth century. Review of all requirements. Taranger's Social Conditions or Civics. Historical readings including introduction to the French Revolution, state rights in Norway, general culture and political development in our time, Norway in 1814, historical events.

_Class III._ _Real_ and Latin. (Three hours.) History of Norway since the treaty of Kiel in 1814, and the history of Europe after the Vienna Congress, using Schjoth and Lange's General History. The more important features are presented in oral synopses. Besides this Taranger's Civil Government of Norway.

The study of history in the gymnasium builds very definitely upon the foundations laid in the primary and middle schools. The supposition is that the pupils are by this time capable of getting from texts the information they contain.

The class periods are devoted partially to texts of lesson preparation, but mostly to free discussion and to presentation of relevant material by the instructor. Bits of information regarding the private life of historical characters, minor incidents in their careers, and varied personal touches given by the teacher infuse spirit and vitality into the entire course. The lessons are brought directly home to the pupils and they are able to appreciate the fact that they are inheritors of past accomplishments and participants in present activities. Some of the most interesting and enthusiastic recitations I visited were in history.

All through the course in history Norway is given first attention and consideration. Its history is begun first, all along it is made the center around which the history of other nations is grouped, and finally it is given the concentrated, mature, and crowning efforts of those pursuing the long course of instruction. The closing year is generally devoted to a study of social and political conditions in the fatherland. Norway's constitution with its many provisions and administrative features of government (general and local) is given to the youths in clear, concrete, and concise presentations. Upon leaving the gymnasium the young people, therefore, are in a position to appreciate the meaning, privileges, and responsibilities of citizenship. While they have their affections centered in their native land, they are able to comprehend the relative accomplishments, standing, and conditions of other countries.

_Geography_

_Class I._ (One hour.) Haffner's Physical Geography.

_Class II._ (One hour.) Steen's Mathematical Geography. Completed and reviewed.

_Class III._ (Two hours.) Arstal's Economic Geography. Review all requirements.

The gymnasial course in geography includes physical geography, astronomy, and political geography. It is rich and profitable. Under the head of physical geography are included such topics as physiography, petrography, dynamic geology, history of the world's development, the earth's surface, oceanography, and the atmosphere. While only a general survey of the respective fields is possible, the pupils obtain a pretty fair grasp of fundamentals and feel that they have a very good and adequate idea of what their home--the earth--really is.

The work in astronomy or mathematical geography, as it is frequently called, is concerned chiefly with the earth's place in the universe, the Copernican system, Keppler's laws, the moon, the earth (form, size, and motion), the celestial world in general, the sun's apparent motion, the sun as a measurer of time, etc., etc.

Political geography provides acquaintance with the earth in special reference to man's presence and welfare. It treats of his means of livelihood, ways of communication, and the conditions under which he colonizes, builds up cities, and develops generally.

_Mathematics_

_Class I._ (Four hours.) Algebra: Bonnevie and Berg's text. From beginning to "Series." Geometry: Bonnevie and Sorensen's text. Entire text covered and reviewed. Examples at home and at school.

_Class II._ _Real_ (Six hours.) Algebra: Bonnevie and Berg's text. From "Series" to end of text. Trigonometry: Johannesen's text. Completed and reviewed. Stereometry: Guldberg's text. Completed and reviewed. Analytical Geometry: Guldberg's text. From beginning to "The Ellipse." Problems at home and at school.

_Class II._ Linguistic (Two hours.) Algebra: Bonnevie and Berg's text. "Series." Trigonometry: O. Johannesen's text. Solving of problems.

_Class III._ _Real_ (Six hours.) Guldberg's Analytical Geometry. E. Holst's Higher Arithmetical Series. Review of all requirements in _real_ course. Solution of problems.

_Class III._ Linguistic (Two hours.) Review of the entire requirement. Examples at home and at school.

In addition to completing the work begun in the middle school in arithmetic, algebra, and geometry; instruction in the gymnasium includes trigonometry, stereometry, analytical geometry, and higher arithmetical series. The methods of instruction are the same as those used in the middle school though, of course, adapted to the greater maturity and stronger mentality of the pupils. By the time pupils enter the gymnasium considerable ability should have been gained in working independently. Where necessary, the teacher cooperates in solving problems and makes sure that the principles involved are thoroughly understood.

Frequently during the recitation period several members of the class are called to the blackboard, one at a time, to perform operations under consideration. As the pupil develops the problem he explains every step taken as he proceeds. The other pupils observe closely, take notes, and offer suggestions. The instructor carefully supervises every move, giving explanations when necessary not permitting erasures or leaving any operation until all in the class understand fully. In this way hearty cooperation is secured. Every mind is actively engaged and the excellent results testify of the validity of the method.

Work in analytical geometry and higher arithmetical series is taken only by those in the _real_ course of instruction.

_Natural History_

_Class I._ (Four hours.) Chemistry: Waage's The Chemistry of Daily Life. Gone through and reviewed. Physiology: Knudsen and Falch's The Human Body II. Studied and reviewed.

_Class II._ _Real_ (Five hours.) Isaachsen's Physics. From the beginning to "Heat." Review after having carefully studied. Exercises at home and at school. Botany: Th. Resvoll's text. Completed and reviewed.

_Class II._ Linguistic (One hour.) Botany: Resvoll's text. Completed and reviewed.

_Class III._ _Real_ (Five hours.) Isaachsen's Physics. From "Heat" to end of text. Entire text reviewed. Zoology: 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 becomes in the gymnasium. Here we find the fields very definitely separated. The more important chemical laws, animal and vegetable development and growth (botany and zoology), and the more essential features of human physiology and hygiene form centers of attention throughout 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 some provision for it they do not go at it in real earnest. Only one or two at a time can do first hand work. The others cooperate mentally and get some benefit, but they cannot reap the greater results which immediate individual experimentation yields.

One day during the progress of a lesson in zoology (where I was a visitor) a supply of live specimens arrived from the marine biological station at Drobak, and the remaining portion of the hour was devoted to investigations 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 examine every specimen. Those who had no interfering appointments for the succeeding hour accounted it a great favor to be privileged to continue this study for an extra class period. This is but one illustration of the interest attending laboratory work where each pupil may handle and examine for himself--where he may be a doer, an active participant instead of merely an observer.