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. Chapter IV INTERPRETATIVE CONCLUSIONS This chapter is for the consideration of some of the more important phases of the school system presented in greater detail in the foregoing chapters. The aim is to bring some features of Norway's system under close inspection, to interpret them in the light of commonly accepted pedagogical principles, to make comparisons between them and our own, and to suggest possible improvements where they seem to be needed. It is clearly evident that school practices admirably adapted to the social conditions in one country may be far from desirable in another. On the other hand, it is well-known that some educational means may be equally suitable in more than one country. Furthermore, certain fundamental principles are effectual wherever education is attempted. We shall hope to find some things worthy of being adopted bodily by us and others capable of transformation into shapes calculated to improve our educational practices. THE PEOPLE AND THEIR IDEALS The Norse are a sturdy race having potentialities capable of great accomplishment when once aroused and rightly directed. Conditions prevented these capacities from functioning with freedom until the middle of the last century when the store of energy which had accumulated during preceding decades and centuries asserted itself and effected a rapid rise in the political and intellectual status of the nation. It is believed that Norway is now in a period of transition from a condition of mediocrity to one of eminence among the nations of the world. Politically, ethically, and educationally she assumes larger proportions daily.