THE SCHOOL SYSTEM OF NORWAY
DAVID ALLEN ANDERSON, Ph.D.
RICHARD G. BADGER
THE GORHAM PRESS
BOSTON
_Copyright, 1913, by Richard G. Badger
All rights reserved_
_The Gorham Press, Boston, U. S. A._
AUTHOR'S PREFACE
This account is a descriptive statement of the organization, management,
operation, and efficiency of the public school system of Norway. The
intent has been to consider only the more vital features, those
essentials which definitely shape the products of educational endeavor.
Many topics of interest have been touched but briefly while others have
been omitted altogether. Some attention has been given to pointing out
good qualities of the Norwegian schools and to indicating wherein we
might improve our own.
The materials entering into the make-up of this dissertation were
gathered during a summer and autumn devoted to travel and study in
Norway. Much time was spent in study at the University Library in
Christiania and still more in the visitation of schools. It was with
pleasure that I availed myself of the opportunity to see the schools in
operation. I observed recitations throughout the entire program of study
in every grade from the kindergarten to the University. I also visited
many special schools and other educational institutions both public and
private. Further than this, I was benefited by frequent conferences with
the leading educators of the country and by almost constant associations
with schoolmen, patrons, and students. These personal investigations
enabled me to become familiar with the spirit and work of the schools,
and they furnish background for a large part of the content of this
treatise. Since no adequate account of the schools of Norway is in
print, the authority for this work has been gained chiefly from school
laws, annual reports from the Department of Ecclesiastical and
Educational Affairs (chiefly statistical), and the individual research
referred to above.
It was my good fortune to be provided with official credentials as
holder of a Traveling Fellowship for study in Norway from the State
University of Iowa; a commission to study the school system of Norway
from His Excellency, B. F. Carroll, the Governor of the State of Iowa;
and a letter of introduction to Norway's educational executives from
Hon. Elmer Ellsworth Brown, at that time Commissioner of Education for
the United States. These credentials had the effect of intensifying the
already superior courtesy and obliging disposition of the Norwegian
officials and schoolmen, who gave me free access to every facility for
the pursuance of my work within the state and voluntarily offered their
cooperation whenever I might desire it. Their gracious exemplification
of the spirit of brotherly kindness made my work among them a constant
delight. I desire to express my gratitude to the Norwegians wherever I
traveled for the rare cordiality characterizing my reception among them
and to acknowledge my obligations to J. K. Qvigstad, _chef for Kirk-og
Undervisningsdepartmentet_; Knut Johannes Hougen, _byraachef for
Undervisningsvaesen_; A. H. Raeder, _Undervisningsraadets_ formand;
Johan Andreas Johnsen, _Skoledirektoren i Kristiania stift_; Otto
Andreas Anderssen, _Bestyrer og forstelaerer i det Paedagogiske Seminar
for Laerere red hoiere Almenskoler_, for valuable suggestions and
careful reading and criticism of the entire work in manuscript; further
to Iowa's Board of Education and the Graduate Faculty of the State
University of Iowa for the appointment which made possible the
investigation; to Professor F. E. Bolton, who first suggested that I
make the study and who has constantly been to me a wise counsellor and a
willing co-operator; and finally to my wife who, through all, has been
both critic and companion.
DAVID ALLEN ANDERSON.
_The State University of Iowa,
Iowa City,
May, 1912._
REVIEWER'S PREFACE
Kristiania den 16 februar 1912.
Jeg har med stor fornoielse gjennemlaest Mr. David A. Andersons
fremstilling av Norges Undervisningsvaesen og fundet den i all
vaesentlige ting korrekt, fuldstaendig og oplysende. Gjennem personlig
iagttagelse, samtale med kompetente maend og studium av den vigtigste
litteratur er det lykkes forfatteren at danne sig en klar og noiagtig
forestilling om de norske skolers ordning og saeregne arbeidsformer i
deres historiske tilblivelse og nuvaerende vilkaar. Hans reflektioner og
domme vedner om paedagogiske indsight og uavhaengig opfatning. Det er
mulig at han nu og da er noget tilboielig til at domme vel gunstig om
vore skoleinstitutioners effektivitet og vort folks interesse og
offervillighed for at gjorc denne saa stor some mulig, men dette for
haenge sammen med at han ser tingene mot en bakgrund av amerikanske
forhold, som han onsker reformeret.
Jeg har ikke havt anledning til at kontrollere i det enkelte de
statistiske opgaver forfatteren meddeler, men da disse er hentet ut fra
officielle kilder tviler jeg ikke paa at de er rigtige.
PROFESSOR DR OTTO ANDERSSEN,
_Principal of the Pedagogical Seminary annexed to the
University of Christiania._
REVIEWER'S PREFACE
(Translation)
Christiania, February 16, 1912.
I have, with great pleasure, read through Mr. David A. Anderson's
presentation of Norway's school system and found it in all essentials
correct, complete and illuminating. Through personal observation,
conversation with competent men and study of the most important
literature, the author has succeeded in getting a clear and exact view
of the Norwegian school methods and characteristic forms of work in
their historical development and present condition. His reflections and
judgments testify to pedagogical insight and independence of views. It
may be that now and then he is somewhat inclined to judge too favorably
as to the efficiency of our institutions and the interest of our people
and their readiness to sacrifice in order to make this efficiency as
high as possible, but this may be due to the fact that he views it
against a background of American conditions, which he desires to
improve.
I have not taken occasion to verify in detail the statistical tables the
author includes, but since they have been gathered from official sources
I do not doubt that they are correct.
PROFESSOR DR. OTTO ANDERSSEN,
_Principal of the Pedagogical Seminary, affiliated with
the University of Christiania._
EDITOR'S PREFACE
The most pressing problems of education at the present time are those of
organization and administration of educational forces. Problems of
method of instruction though important are entirely subsidiary, for if
all the people can be aroused to a desire for education and then be
shown ways and means of attaining it the very desire for education will
be the most important factor in learning.
No means of studying questions of organization and administration are so
valuable as the comparative. Various studies of education in foreign
countries have been made, but there still exists a need for many more
investigations. Norway has furnished a great many illustrious statesmen,
scientists and literary masters, and is also a country abounding in men
of a high type of valor, physical prowess, honesty and industry, and
consequently the educational ideals and practices which prevail there
should be worthy of most careful consideration. Heretofore, only
fragmentary accounts of Norway's educational system have been available
in the English language. At the writer's suggestion, Mr. Anderson made a
trip abroad for the purpose of studying the system at first hand. His
intimate acquaintance with the language was a prime essential in
acquiring an understanding through observation and reading. That he has
made an accurate interpretation is attested by the foreword of one of
Norway's eminent scholars and that he has made an interesting account
will be conceded by all who peruse the pages. It is hoped that many more
studies of a similar nature will follow in the near future.
FREDERICK E. BOLTON,
_State University of Washington,
Seattle, April 8, 1913._
CONTENTS
CHAPTER I
_Background and Organization_
I. INTRODUCTION 19
1. History of Norway (brief sketch) 19
2. Geographical features 22
3. National characteristics, aims and ideals 25
II. DIFFERENTIATION OF SCHOOLS 28
1. Primary school--rural and city 28
2. Secondary 30
3. The University and other schools 32
III. DISTRIBUTION OF SCHOOLS AND PUPILS 34
1. Primary--rural and city 34
2. Secondary--middle school and gymnasium 41
3. Teachers' Seminaries 41
4. The University 41
5. Private schools 43
IV. PUPILS 44
1. Age in primary schools, secondary schools and teachers' seminaries 44
2. Comparisons with America in equipment and time spent in school 50
3. Specialization 51
V. ORGANIZATION--Relation to state, commune and city 51
1. The state department and its divisions 51
2. Units of organization 53
3. The school board and school committees 56
4. City superintendent (_Inspector_) and ward principles
(_Overlaererer_) 60
5. Private citizens a factor 61
6. Financial support of schools 62
VI. BUILDINGS AND GROUNDS 64
1. General character of buildings 64
2. Equipment 64
3. Playgrounds 69
4. Homes for principals and teachers 70
VII. GENERAL FEATURES OF INNER ORGANIZATION 71
1. The teaching staff 71
2. Plan of instruction 72
3. Gymnastics 74
4. Lunches 75
5. School discipline 76
6. Attendance 77
7. Health 77