As the table shows, the three courses are identical during the first year and uniform in religion and German throughout the three years. The Language-History course lends itself favorably for purposes of comparison. It stresses the importance of several modern languages and history, giving to them a preeminence over all other work. The _Real_ course reduces the work in English, French, Norwegian, and History and increases the amount of science and mathematics. The course including Latin makes similar reductions but emphasizes Latin instead of the sciences and mathematics. The Norwegians believe it better and cheaper to offer the different courses in the same school than to provide separate schools. This plan necessitates less duplication and at the same time affords quite as adequate facilities for whatever specialization the different courses represent. CO-EDUCATION Whether schools should be co-educational has been a live question among many nations for generations, and considerable time will yet elapse before unanimity of opinion is reached. Nearly all the schools of Norway are co-educational. However, in some of the city systems boys and girls use different playgrounds, and in certain schools they are segregated also for purposes of instruction. These matters are governed according to the wishes of the inspector or the desires of the principals of the different schools. The aim is to combine the better phases represented in various methods and to adopt the plan best suited to the local situation, or the one to which the person in charge is converted and in which he can, because of his convictions, accomplish best results. "The separation of the sexes is complete in all the schools of Germany excepting some of the primary classes. The advisability of this is a large question, but by no means a settled one.... Germany feels that she has the proper solution, while in America, with an opposite answer, we feel for the most part satisfied."[29]