with a comprehensive selection from Norway's authors, a survey of the language in its origin and historical relations. In translations, Greek and Roman authors, Homer and Plato, Shakespeare, Milton, and Goethe are taken up. The further studies in German, English, and French are calculated to impart a knowledge of the development of these peoples respectively. In history and geography the aims are identical in kind but naturally higher than at the earlier stages; physics, physiology, and sanitation are dealt with more comprehensively than in earlier nature studies; mathematics admits of the theoretical phases; drawing takes up advanced problems in technique. Other institutions.-Norway's school system is, in its articulation of courses and schools, admirably adapted to give consistency and completeness to each pupil's education, no matter at what stage choice or necessity compels him to discontinue. Ample provision is made for advanced study. Public and private schools for girls are found in many towns and cities, and these aim to impart an education, different in some particulars from that of boys, but equivalent in advancement. There are 22 schools for navigation, 19 for agriculture, 16 for gardening, 6 for dairy farming, 1 agricultural high school, and 6 schools for engineering. In 1917, 45 schools gave instruction in metal and textile work and in the common trades of the country. The report for the same year lists 11 schools in domestic. science. The Institute of Technology at Trondhjem takes rank among the foremost of its kind in any country; so also the Royal Art Institute at Christiania and the School of Mechanic Art at Bergen. Ten normal training schools prepare teachers for the work in the elementary classes. The Department of Education at the university trains teachers for positions in the secondary schools. The Royal Frederick University at Christiania makes constant research in the sciences, enriching these by contributions from its specialists.

Affiliated with the university are clinical facilities, collections of great value, and a library of 350,000 volumes. There is a botanical garden, an astronomical observatory, and a meteorological institute. Learned societies, long established and with historic prestige, are connected with the university as a central headquarters.

In Norway the continuation schools stand on the border line between class room and shop. Recitations are held during hours in which the pupils are free from their daily duties, usually 6 to 8 or 7 to 9 in the evening. On account of the full measure of work the pupils have in their employment, it is necessary to limit, so far as possible, the school tasks to the recitation hours. Most pupils are employed in trade, office, shop, factory, or household. At present

1 As these schools continue the subjects with a view of practical application in courses given mainly of evenings, some other term than "continuation" would probably be better.

they are receiving higher wages than formerly with constant inducements to do extra work in the evening-conditions that make the school work very difficult. The report from the continuation schools at Christiania shows a large attendance in the commercial courses, and a fair attendance in the courses instructing in the trades. Courses especially for girls impart instruction in dressmaking, housekeeping, the care of children, and hygiene. On account of the large number of applicants it has been found necessary to divide the district into three divisions with one school in each.1

At Stavanger the same kind of institution gives commercial courses during the winter where those who have left the elementary school can get special training. English is taught here, as it is elsewhere, in the commercial cities of Norway; Norwegian is a chief subject; bookkeeping is accorded a prominent place. At Stavanger another evening school, partially supported by private means, gives free instruction to boys in shoemaking, blacksmith work, and carpentry. Other courses give girls instruction in sewing and cooking. A special technical school supported by the State and city together, gives day and night courses in drafting and mechanics, which teach young men how to handle electrical apparatus and do engineering work necessary in ships and factories.?

SCHOOL GARDENS.

When gardens for productive purposes first came to exist in connection with schools they were left to be cultivated by children whose parents were poor. Since the outbreak of the war they have attained a much greater significance. Experts are instructing the teachers, who in turn direct the pupils how to make the most of the ground allotted to them. Among the children's gardens is the teacher's own, supposed to be a model for the others, and expected to show how much a little plat of ground can produce.

The people of Norway have a procedure called "inter-cultivation" by means of which several crops are raised simultaneously on the same lot. Between the potato rows they plant a species of beans which thrives without interfering with the potatoes. Among the strawberries they plant certain kinds of kale. Under the fruit trees and in other shaded places certain other kinds of the cabbage variety will grow. To get an early crop of potatoes they are told to start them in boxes where they may form long shoots by the time the season permits of planting them in the open ground. Seeds and plants are furnished the children free of charge; for their labor and care they get the crops they raise. It has been found that the interest displayed by the children reacts upon the parents so that these come to see the significance of the school gardens.

1 Beretning om Kristiania's Fortsaettelsesskole.
From material submitted by Consul Dunlap.

Norway's School Garden Association issued the following appeal in the interest of the work to begin in the spring of 1918:1

No hands that can do anything must be idle during the coming spring and summer. We have in mind many who for the approaching vacation have not as yet found opportunities for service in the direct production of foodstuffs. For that reason we are now appealing to teachers everywhere in country and city, to teachers of athletic clubs, to young peoples' associations, temperance organizations, welfare associations, and all kinds and groups of persons with or without political connections. Place yourselves at the head, each in his own circle, and try to effect a cooperation of willing and active forces, of both men and women, to the end that we may all get started to work for an increase of the foodstuffs our people shall need to maintain themselves the coming winter. Obviously it is of particular importance to use the spring months in the best way, but it is of no less importance to use the winter months to organize the work. We urge teachers to secure the support of the school authority and the agricultural committee with the view of starting at once to prepare the classes to take hold of the work of planting potatoes, cabbage, kale, beets, carrots, and other kinds of vegetables to be used in the kitchen. The chairman or leader of a society should organize the members into suitable work groups, say of 6 to 12 in each, and secure the ground, the seeds, and the necessary tools, so that everything is ready when spring comes. It should be possible to procure the money from patrons in the villages, from the banks, and from rich people who may be interested. A part may be raised through extra school exhibitions and entertainments during the course of the winter.

SCHOOL WELFARE ACTIVITIES.

The system of appointments and eventual pensions provides inducements for teachers to become permanent members of the community, thereby making it possible for their advice and help to extend outside the school and beyond the courses. Large and carefully selected libraries for children have been organized mainly by the teachers. Despite their limitations remote rural districts have accomplished much in this line. Within their resources they are following the example set by the cities. Every school attempts to have at least the beginning of a library. In Christiania at the Central Library are attractive reading rooms for children, and over 340,000 volumes selected to serve their needs. For the year 1915-16, 37,974 volumes were loaned.

To teach the children thoughtful and purposeful thrift almost all the schools of Christiania have conducted banking activities to take care of the pupils' deposits. During 1915-16 there was a falling off in the number of depositors as well as in the sum total of deposits, but the following year showed a recovery in the totals, so that the year's accounts amounted to 144,000 crowns. Much of this is drawn when the pupils finish their courses or leave the city. It is often used for clothes to wear at commencement and graduation exercises. In these connections the teachers never fail earnestly to impress their pupils with the importance of continuing to save. The work is supported and handled by the Savings Bank of Christiania.

1 Skolebladet, Mar. 9, 1918.

The health supervision has been hampered by the limited number of physicians who could be assigned to the work, and also by insuflicient means to provide an adequate number of nurses and caretakers to follow up and apply the physicians' directions. Though the report indicates that the work has been slow, it points to exceptional thoroughness. It is the aim of the authorities cooperating with the medical inspectors that no child in Norway shall suffer in health or development on account of defects or diseases than can be remedied. There appears to be gratifying promptness in the application of the remedial measures prescribed in each case-whether for eyes, teeth, nose, adenoids, or tonsils. School physicians are directed to proceed at once to treat curvature of the spine, usually by massage when appropriate, and aenemic conditions by ordering better nourishment, fresh air, and rest. Where the parents are unable to provide the means, the municipality takes care of the case. A record is kept of each child's physical condition, with a fullness that to a layman would seem unnecessary.

In the schools of Christiania are ample facilities for pupils' baths, and each child is instructed to take at suitable intervals a shower or plunge bath of a temperature carefully regulated. The school records show to what extent each pupil has availed himself of these facilities. Instruction in swimming is a regular part of the school work, and the reports for 1915-16 showed that 636 boys and 480 girls learned to swim during the year. Formal athletic exercises with the use of simple apparatus are encouraged and regularly conducted. The pupils of this country need no special inducements to take part in whatever develops bodily strength and prowess, and, as would be expected, they are especially enthusiastic in their national sports of skating and skiing.

Lunch rooms have long been connected with the schools in some. form or other. Formerly the janitor had a supply of buns, rolls, coffee, milk, etc., which were furnished the children at a small cost. Now many cities supply the primary children with one meal a day during the winter months. To poorer children this is free; to others it is sold at small cost. A central cooking department in Christiania supplies the elementary school children with daily portions of the best food served hot under the direction of a matron. A committee of teachers decides what children shall be served, upon application by the parents.

In the city of Stavanger municipal welfare measures for school children have assumed still more comprehensive scope. The district comprises about 150,000 people, of whom about one-third live in the city. The children are supplied not only with free books and writing material, free medical and dental care, medicine, and, when needed, free shoes and stockings, but also free midday meals. Three times a

week a regular dinner is served. The meals are served in three different localities, a steam bakery supplying the food. It is hoped that the food may eventually be prepared in a community kitchen, as in Copenhagen. Many mothers with young children work in the factories. These women often do not have sufficient time to see that their children are properly fed, and a diet of bread, butter, and coffee is likely to be the rule; hence the importance of the wholesome and nutritious meal the school furnishes. A committee decides each case before the children are admitted to the school tables.

SPEECH FORMS IN THE SCHOOLS.

The necessity of sanctioning the use of two language forms-the book language and the vernacular has handicapped and often embarrassed the teachers of Norway. One of these speech forms is always tending to supplant the other, with the consequent danger of provoking controversy, as teachers and school boards take sides in behalf of one or the other. At school meetings and in the educational journals they have become perplexing problems.

In recent years the vernacular has made headway and gained adherents to such an extent that in the west, according to a member of the Storting, Mr. Fretheim, two-thirds of the districts have elected it as the preferred speech form; in the south about one-third, and in the north about one-tenth. As schoolbooks are printed in both forms, and as pupils sometimes show greater readiness in the one and sometimes in the other, and, again, as the vernacular has not yet attained complete fixedness in orthography and grammar, the teachers. and boards are constantly confronted with the necessity of making difficult selections and adjustments. In order to avoid clashes Government regulations were adopted with the view of permitting teachers and pupils to make the adjustment on an elective basis with a minimum requirement.

In their final examinations pupils, according to the law of 1907, were required to write one essay in the vernacular, and explain a selection from Old Norse literature from the vernacular and also from the book language. Two compositions are required to be written in either the book language or the provincial tongue. Candidates who present both of these in the same language are required to write an additional easy theme in the other language.

These regulations were amended by a law passed during the year 1918, and now read:

1. In the oral instruction the pupils are to use their own speech form and the teacher will, so far as possible, adapt his own natural speech form in accordance therewith.