The School System of Norway Part 11

History of language and history of literature. Many written exercises, largely literary and historical topics.

_Cla.s.s III._ L-H. (Five and four hours.) Special study of selections specified as examination material including the writings of Holberg, Wergeland, and Welhaven. Landsmaal from Garborg and Mortenson's Reader.

History of Literature. History of Language. Twelve written compositions on important topics.

The work in literature throughout the gymnasium deals with the masterpieces of the language in an a.n.a.lytic and critical way. The aims are to familiarize the pupils with the best productions in the language, to acquaint them with the lives and historical relations of their authors, and to develop literary appreciation and style. Accordingly many writers are included, translations of world cla.s.sics are utilized, history of literature in its connections with general history receives attention, and ability in composition is encouraged and required.

Eddas, sagas, and the more important productions from successive periods are studied in minute detail. The Landsmaal is not neglected. When any piece of literature is under discussion, related historical events; references to other literary productions, characters, myths, etc.; the life of the author; and many other important points are considered exhaustively. The intricacies of the language are sought out in patience and made familiar. Every known device for completing the literary background is utilized. Since the literature of the country is a part of the life of its citizens, no effort is required to secure intense interest in the work.

In the linguistic-historical course more time is devoted to this branch of instruction than is given to it in the _real_ and Latin courses. The quality or cla.s.s of work is essentially the same though the quant.i.ty is necessarily less in the two latter courses. A definite effort is made to place each pupil in possession of the culture represented in the national literature.

_German_

_Cla.s.s I._ A and B (Three hours.) Gundersen's German for the Gymnasiums.

A, sixty-seven pages, B, seventy-five pages, consisting of the following t.i.tles: _Die Sanger_, _Die Burgschaft_, _Der Ring des Polykrates_ _Der Handschuh_, _Die Sonne Bringt es an den Tag_, _Die Goldene Repetieruhr_, _Wie der Meisenseppe Ges...o...b..n ist_, _Umzingelt_, _Der Stumme Ratsherr_, _Zur Geschichte des 30-jahrigen Krieges_, _Landsknecht and Soldat_. In B review the more important features of syntax in O. Kristiansen's Grammatical Exercises.

Once every week a written review of a lesson read.

_Cla.s.s II._ (Three hours.) Gundersen's German for Gymnasiums, about one hundred pages. Fifteen written exercises, partly reproductions of new matter and partly write-ups of what has been studied. In _real_ gymnasium some supplementary a.s.signments in addition (_Das Schneeschuhlaufen_, _Die Lage Kristianias_, etc.)

_Cla.s.s III._ (Alternating three and four hours.) Gundersen's German for Gymnasiums. Reading finished and the greater part of it reviewed. Every second week a written review covering two consecutive hours.

German is recognized as the language of a great neighbor nation and is a.s.siduously studied. Much time has been spent in the middle school in acquiring the language and now three years are used in introducing the pupils into the thought-life and culture of the nation through the inner contact of its literature. Some of Germany's more important authors are studied rather exhaustively. An endeavor is also put forth to become familiar with the most remarkable events in the history of that Empire.

Through this advanced treatment they perfect their knowledge of the language as such, and further their ability to converse in the foreign tongue.

_French_

_Cla.s.s I._ A (Four hours.) After the more important parts of phonology, Hermanstorff and Wallem's Reader in French for the Gymnasium I. pp.

18-108. The most essential parts of the grammar, together with many exercises in translation. While reviewing, special emphasis is placed upon reading exercises.

_Cla.s.s I._ B (Four hours.) Hermanstorff and Wallem's Reader I pp. 1-55 read and reviewed, together with the corresponding translations from Norwegian p. 109 ff. In addition pages 98-108 are read and reviewed and most of the remaining exercises are gone through cursorily. Wallem's Vocabulary Part I. 1 and Part V. 6-9 are studied.

_Cla.s.s II._ R. G. (Two hours.) Hermanstorff and Wallem's Reader II pp.

1-31 and 104-112. Grammar drill by references to synopses of grammar in the beginner's book. Wallem's Vocabulary Part I. 1 and V. 6-10 studied and reviewed.

_Cla.s.s II._ Lang. (With Latin five hours, without Latin four hours.) Hermanstorff and Wallem's Reader. Division without Latin about eighty pages, consisting of Part I., the last section and Part II selections for A, I-VI for B, III, IV, VII, XI. Division with Latin, the same amount excepting B, VII and XI. Wallem's Vocabulary, review V. 6-9.

_Cla.s.s III._ R. G. (Two hours.) Hermanstorff and Wallem's Reader, about eighty pages.

_Cla.s.s III._ Lang. (Three hours.) Hermanstorff and Wallem's Reader I, the last section and II for A, I-X and for B, I-XIII with the exception of a few selections such as X in A which is read only cursorily. As exercise in _ex tempore_ translation use Duruy's History of France.

About the same amount of French is taken in the Latin as in the _real_ course of study though it is carried but for two years in the former and three in the latter.[25] More time is provided for it in the linguistic-historical course then in either of the others. Reference to the table on page 171 will indicate exactly the amount of time used and its distribution throughout the years.

The French language is not as closely related to the Norwegian as are the German and English. Greater variations are noted both in p.r.o.nunciation and in vocabulary. Almost universally the Norwegians regard it as the most difficult of the three foreign languages to acquire.

The study of French is not begun until the pupils enter the gymnasium when they are fourteen or fifteen years old. English and German are begun three and four years before French. The teachers believe that a mistake is made in not beginning the study of French earlier. It is worthy of note that the Norwegian pedagogues who have tried beginning instruction in the languages at different times in the school course are definitely of the opinion that to begin the study of a foreign language early is a distinct advantage. It seems to the writer that American schools might profit by this experience and introduce the study of languages in the lower grades.

TABLE XI

Course of study showing weekly hours in Christiania Cathedral School (1910-1911).

GYMNASIUM Courses _Real_ Language-History Latin Middle School ----------------------------------------------------------------------- Cla.s.ses 3 2 1 3 2 1 3 2 1 IV. III. II. I.

----------------------------------------------------------------------- Religion 2 1 1 2 1 1 2 1 1 1 2 2 2 Norwegian 4 5 4 5 6 4 4 5 4 3-1/2 3-1/2 4 5 German 3-1/2 3 3 3-1/2 3 3 3-1/2 3 3 5 5 5 6 French 2 2 4 3 4 4 0 5 4 English 2 2 4 7 7 4 2 2 4 5 5 5 Latin 11 7 History 3 3 3 5 5 3 3 3 3 3 3 2 3 Geography 2 1 1 2 1 1 2 1 1 2 2 2 2 Mathematics 6 6 4 2 2 4 2 2 4 5 5 5 5 Natural Science 5 5 4 1 1 4 1 1 4 3 2 2 3 Writing 1/2 1/2 1 2 Drawing 1 2 2 2 2 2 2 2 2 Vocal Music 1 1 1 1 1 1 1 1 1 1 1 1 Gymnastics 4 4 4 4 4 4 4 4 4 4 3 3 3 Manual Training 2 2 2 2 ------ -- -- ------ -- -- ------ -- -- -- -- -- -- Total 35-1/2 35 35 35-1/2 35 35 35-1/2 35 35 36 36 36 36

_English_

_Cla.s.s I._ (Four hours.) Brekke and Western's Selections from English Authors for the First Gymnasium. The regulation sixty pages (matter from which examination is taken) is read and reviewed. Forty pages _ex tempore_. One synopsis or reproduction each second week. Knudsen's English Prepositions and Synonyms.

_Cla.s.s II._ R. G. and Latin (Two hours.) Brekke and Western's Selections for Second and Third Cla.s.ses in the _Real_ Gymnasium. Sixty-seven pages read and reviewed in part. _Ex tempore_: Called Back of Conwoy.

_Cla.s.s II._ L-H. (Seven hours.) Brekke and Western's Selections from English Authors for Second and Third Linguistic-Historical Cla.s.ses, one hundred and sixty pages. Merchant of Venice, Act I. Most of Brigadier Gerard by Conan Doyle. Western's English Inst.i.tutions gone through. Otto Anderssen's History of Literature to "Bacon." Written exercises each week.

_Cla.s.s III._ R. G. (Two hours.) Anderssen and Eitrem's Selection of English Cla.s.sics, thirty-three pages. The portion from which selections are taken for the final examination (_Artium Examen_) reviewed in its entirety. _Ex tempore_: Called Back of Conwoy.

_Cla.s.s III._ L-H. (Seven hours.) Brekke and Western's Reader.

Obligatory, Selections 3, 4, 16, 17, 11, 19. From Otto Anderssen's English Literature the required amount: Swift, Byron, Thackeray, Merchant of Venice. O. Anderssen's History of English Literature.

Western's English Inst.i.tutions. Written work each week.

_Cla.s.s III._ Latin (Two hours.) Anderssen and Eitrem's Selection of English Cla.s.sics, forty-five pages. Review of selections from which examinations are taken.

The connections the Norwegians sustain with the English speaking world are, perhaps, stronger than those binding them to any other people.

Norway has close commercial a.s.sociations with both England and America, and rarely does one find a family in Norway without near relatives in one or both countries. As a consequence, more than usual interest attaches to the study of English. Strenuous efforts are now being made to introduce it into the curriculum of the elementary school, and such change will probably be effected at an early date.

According to the present plan those who graduate from the gymnasium have studied English six or seven years and have gained a fairly definite knowledge of it. They are able to read fluently and converse with ease.

They have become familiar also with much of the best English literature, and through it have been brought into close touch with the life and culture of the English speaking peoples.

_Latin_

_Cla.s.s II._ Latin (Seven hours.) Schreiner's Short Grammar. Inflection and some of the rules of syntax. Ording's elementary book. Ording's Latin Reading Selections, pp. 1-36. Written exercises each week.

_Cla.s.s III._ Latin (Eleven hours.) Schreiner's Latin Reading Selections, pp. 30-67 and 73-88. Livy XXII., chapters 4, 9-15, 16-18, 19-28, 42-55.

Cicero in Verrem IV., sections 1-14, 60-70, 72-81, 105-115. Schreiner's Short Grammar: Syntax. Forty written translations.

Latin is included in the curricula of only about one-half of the gymnasia of Norway.[26] It is taught by competent teachers who appeal to the interests of the pupils through related history and literature, and through promise of linguistic excellence. The work is gone into thoroughly, drill is constant, and readiness in response is demanded.

Despite the excellent quality of instruction there is a general feeling among the Norwegians that the study of Latin does not yield the immediate and substantial returns coming from other kinds of study.

While they recognize that for advanced work in certain lines Latin is a prerequisite, they are convinced that, outside of those special lines of learning, contemporary tongues, history, biology, industrial chemistry, and other scientific subjects are more beneficial. As a consequence this branch of study is on the decline.

_History_

_Cla.s.s I._ (Three hours.) Ancient history as treated in Raeder's text.

History of the middle ages up to the second division from Schjoth and Lange's General History.

_Cla.s.s II._ R. G. and Latin (Three hours.) Schjoth and Lange's General History. History of the Middle Ages and of Modern times until the Vienna Congress. History of Scandinavia until 1720. Survey of its more important portions--oral or written.