The instructors in the schools of Norway are true teachers but they do not rely wholly upon their own activity. The text finds a place not so large as in American schools but of some consequence. The pupils are privileged to act on their own initiative to some extent though they are not granted unlimited freedom. They cooperate with the teachers in many lines of school work where they find interest and profit. Demonstration is largely in the hands of the teachers. The testing of lessons studied is a common exercise with them, and their class hours are given to intensive activity in which every individual member is expected to be a participant and contributor. They, like we in America, aim to suit instruction to pupils of average ability rather than to the brightest as they do in Germany and France. CONTINUITY OF EFFORT By referring to the programs of work arranged for the successive years in the schools of Norway, one readily sees that there is but little variation in subjects of study from the first grades of the primary school to the completion of the gymnasium. The change of greatest importance is the introduction of foreign languages--German and English the first and second years in the middle schools and French the first year in the gymnasium. When the child enters school he begins subjects of study which represent the several fields of knowledge. The teaching aims to keep him in touch with these in ways adapted to his stage of development. As the pupil grows the scope of each subject enlarges. They advance together. Keeping the subject definitely in mind for a long time tends to the creation of permanent interests and at the same time makes possible its assimilation into the very life of the learner. It becomes vital and usable after being acted upon in the various stages and conditions of life through which the child passes. Inter-relations and associations with other subjects of study and various phases of life are affected, which give to it distinct values. Too often we find in our own schools that hurried and intensive study of certain subjects does not create permanent interests nor prove of real worth. If natural forces in the child are recognized and utilized they facilitate the learning process and make school activities profitable and delightful. It is a well attested fact that at certain periods in the psychological development of a child mastery of special phases of learning is easy for him. Courses of study and plans of instruction should be prepared in such a way that the different phases of work included may be presented and stressed while the nascent period of interest is on.