Resulting from this cooperative activity a system of education has evolved which is effectual in the improvement of the state and in the maintenance of the noblest ideals of the church. According to its design this system of schools qualifies all children in the land for intelligent citizenship, and prepares them severally for the performance of every function of state, the service of the church, and for the various arts, professions, and other occupations of life. In other words, Norway provides for her children educational advantages suitable to every legitimate requirement or desire. Thus its school system develops a loyal, well-trained citizenship capable of maintaining its highest ideals and eager to cooperate in moving the fatherland forward into greater and nobler achievement. FACILITIES FOR EDUCATION To satisfy the varied requirements of the nation along the line of educational facilities it has been necessary to establish a complex system of diversified schools. Fundamental in the system are the _primary schools_ providing the thorough elementary training so essential and effectual in the qualifying of citizens. Following these are the _secondary schools_--middle school and gymnasium--which afford the advantages of higher education along the more liberal lines. Besides these are the many institutions--public and private--for technical and professional study. There are general technical schools, schools of trades and manual arts, agricultural and horticultural institutions, naval and military academies, schools of art, teachers' colleges, a technical high school--an engineering college and institute of technology of high rank--in the city of Trondhjem, and the Royal Frederik University in Christiania which is devoted to specialized study and research in science, letters, and learned professions, including theology, law, medicine, and education. The last is provided for in the affiliated Pedagogical Seminary recently established. At this point we may speak a word in commendation of the important part played by private institutions in Norway. Among them may be enumerated primary and secondary schools, teachers' seminaries, and technical institutes. Being of high merit and operating side by side with the state schools, they have rendered valuable service and exerted a wholesome influence. The state has recognized their work and expressed its appreciation of their efforts by giving them standing and by voting annuities to certain of them. The uniformly high standard of preparation required for entrance to and the close correlation between the several special schools make easy the passage from one to another when it is desired, and give solidarity and unity wherein cooperation is natural and mutually beneficial.