Secondary Education in Norway. Bulletin, 1930, No. 17

Office of Education, United States Department of the Interior.

N

118

Evening Programs; Admission (School); Cultural Influences; Foreign Countries; Secondary Education; Norwegian; Private Education; Enrollment Trends; Educational Finance; School Buildings; Educational Administration; Governance; Government Role; Middle Schools; High Schools; Curriculum; Religion; German; Second Language Instruction; English (Second Language); History Instruction; Geography; Science Instruction; Mathematics Instruction; Art Education; Handwriting; Home Economics; Vocational Education; Single Sex Schools; Colleges; Course Content; Latin; Greek; Biology; Chemistry; Physics; Freehand Drawing; Singing; Music Education; Vocational Schools; Schools of Education; Industry; Industrial Education; Transportation; Police; Technical Education; Industrial Arts; Forestry; Gardening; Agricultural Education; Housework; Nursing Education; Allied Health Personnel; Telecommunications; Continuing Education; Folk Schools; Secondary School Teachers; Academic Degrees; Time to Degree; Majors (Students); Science Teachers; Mathematics Teachers; Doctoral Degrees; College Faculty; Teacher Selection; Teacher Salaries; Social Status

Denmark; Norway

The main purposes of this study are: (1) to assemble and report the facts about secondary education in Norway, and (2) to interpret to some extent the educational philosophy of that country. A minor purpose is to furnish the data that will help place properly in the schools of the United States any young people from Norway who may come here to study. The Norwegian system of education is the national scheme of human training worked out in a little more than a century of independence by a homogeneous people numbering about 2,800,000 living in a rigorous climate and in an area so mountainous and broken that not more than 4 per cent of the land is under cultivation. Agriculture, industry, commerce, fishing, forestry, and mining--pursuits that develop in the folk that follow them, independence, initiative, courage, and perseverance--are the chief occupations. They develop wanderlust also and Norway has given freely of her human wealth to other countries. In these circumstances the Norwegians have erected a political, social, and educational structure for a democratic people and have woven into it a culture that is in many ways singularly distinctive, and that is among the finest cultures of the world. In that culture the scheme of secondary education plays an important part. This bulletin is divided into seven chapters, as follows: (1) General characteristics of the Norwegian school system; (2) The administration of secondary education; (3) The middle school; (4) The gymnasium; (5) Other types of secondary schools; (6) The Norwegian teacher--his preparation, service, and social status; and (7) Conclusion. A bibliography is also included. Individual chapters contain tables and footnotes. [Best copy available has been provided.]

ERIC

2013

ED542050