There are a number of important pedagogical principles which should become ingrained in the life of the individual in order that he make a success in the teaching profession. It is a generally conceded and commonly practiced rule in education that to thoroughly master any field of knowledge and really get into its vital parts it is necessary to keep the mind acting upon it, at least intermittently, through several years of time. Principles acted and reacted upon, viewed in this light and that, examined under a certain condition and then another, and tested in various ways may result very differently in one's life than when given a hurried, even though intensive, examination. They are certain in the one instance to sink deep into the life of the individual while in the other case they may or may not affect his behavior. It seems, therefore, that if the excellent features which now characterize Norway's Pedagogical Seminary might be carried along through the whole or a large part of the college course, or if the work of the seminary might be supplemented by studies such as principles of education, history of education, child study, and psychology, carried along with the college work the results would be more effectual--the preparation for teaching more thorough. However, considering the short time that has elapsed since the founding of this Seminary, its work is of high order and its ideals are praiseworthy. The expressed intent of the director is to develop the field as rapidly as possible until it shall be characterized by the best means of professional training known to the science. THE TEACHERS' LIFE The life of the teacher is one of service, calling for an expenditure of the self to an extent perhaps greater than any other profession. Among the Norse, however, it is not as strenuous as that experienced in American schools. The Norwegian teachers have more time than we for recreation, self-improvement, or any of the activities opened up by leisure hours. Life generally is set at a more moderate pace with the Norsemen than with the rushing Americans, and the schoolmen enjoy the attendant advantages along with those in other professions or occupations. While leisure among certain classes leads to idleness and corruption, it has quite opposite results among the better class of citizens. Windelband says that "The cultured man is he who in his leisure does not become a mere idler." The cultured men of the past have in their leisure developed science, art, literature, and philosophy. They have had reserve energy after the performance of their regular labors to use in fruitful, self-selected activities. There are always innumerable avenues through any one of which an earnest servant of the state may bring great gain to its people.