Not only in the course of study but also in organization, plans of instruction, and equipment, the schools of Norway are too uniform to result in the freest development of the intellect, the richest growth of individuality, or the greatest conservation of time, energy, or money. There are a few variations from their regular routine but these are not sufficiently numerous. One favorable innovation is the promotion of teachers along with classes through a part or all of the primary school. The consensus of opinion seems to be that better results accrue when a teacher continues with a class through several years of work. This plan is generally followed unless the special fitness of a teacher for work within particular limits renders it highly advisable for assignment to be made to such place. While special aptness for a particular class of instruction should be recognized, the promoting of teachers along with classes generally obviates any tendency to staleness and usually emphasizes special qualifications. While it would be interesting to discuss the methods used in presenting each subject in the curriculum a few must suffice. _Religious Instruction and Moral Education_ The church was first to establish schools in Norway, putting them into operation in connection with their cathedrals, probably about the middle of the twelfth century. The chief aim was to prepare the pupils for a religious life, either as ministers or as faithful disciples. Having these as definite ends, the materials for study were selected because of their fitness to contribute along these lines. Instruction was almost wholly in religion. Since morality is such a fundamental part of religion, moral education in large amount was given indirectly. The aim was religion and the result was both morality and religion. Schools came to be generally regarded as institutions wherein moral and religious instruction were the prevailing if not the dominating features. This phase of work early became traditional and gained such momentum that it has ever formed a conspicuous part of every grade of instruction throughout the primary and secondary schools. During the formative period the instruction in religion maintained a vitality which was quite in keeping with the demands of the times. However, as the school system developed, especially during the closing half of the last century, it became necessary to arrange more definite plans of instruction in religion as well as in other subjects in the school curriculum. The adapting of instruction to the various grades of school work was a difficult task. The adjustment made to needs in the primary schools seems a very happy one. In this elementary section of the school system the instruction in religion consists mainly in story telling. The work is made concrete and personal, and its influence is most excellent.