We Americans are given to dividing a subject into its separate phases, studying them consecutively for short periods of time, and then forgetting them. The plan is wasteful and unpedagogic. Note the manner in which we break up the work in mathematics and in the mother tongue. It is questionable whether there be a single valid argument favoring such practice. The Norwegians present mathematics as a single and comprehensive subject. The same is true in their teaching of the mother tongue. The plan is advantageous from every view point. It is certainly conducive to economy of time and efficient results. Instead of breaking up subjects of instruction and isolating their several phases from each other, we ought rather to keep them intact and set about coordinating the several branches of instruction as closely as possible. Education should seek to associate and interrelate the truths we obtain and to organize our knowledge into an effectual system. The formation of a comprehensive curriculum, with arrangements for its presentation in harmony with sound psychological and pedagogical principles, is a matter of pressing importance. While the school systems of the present are evidently superior to what any past generation has known, yet the investigations of psychologists and educationists stress the fact that in many ways they are weak and inefficient. The accumulated experience of the past needs overhauling by masters with insight and foresight. Educational methods and principles which have been tested and proven worthy should be put into operation. Each nation should devise and adopt the most perfect educational system possible, and this then should be carried into execution by an army of qualified teachers responsive to the call for truly consecrated service. BIBLIOGRAPHY BOOKS Erichsen, A. E., _Bergers Kathedralskoles Historie_. Hertzberg, N., _Paedagogiskens Historie_. Holst, Axel, _Skolehygiene_. Monroe, W. S., In Viking Land. Norway: Its People, Its Fjords and Its Fjelds. Paludan, J., _Det Hoiere Skolevaesen i Danmark, Norge og Sverig_. Salmonsens Store, _Illustrerede Konversationsleksikon_. Thieste, J. Schaan, _Byskoleloven med Forklarende Anmerkninger_. Thieste, J. Schaan, _Landskoleloven med Forklarende Anmerkninger_. PERIODICALS AND REPORTS Anderssen, Otto, _Fra Norske Skoleforhold i 1908, Vor Ungdom, 1909_. Anderssen, Otto, _Fra Norske Skoleforhold i 1909, Vor Ungdom, 1910._ Anderssen, Otto, "_Norwegisches Schulwesen," Sonderabdruck aus_ W. Reins _Encyklopadischem Handbuch der Pädagogik, 2. Auflage_. Anderssen, Otto, _Skolen for Skolens Opgaver_. Anderssen, Otto, "The New Laws for the Secondary Schools in Norway," Special Reports on Educational Subjects, Gt. Britain, 8: 168. Heiberg, J. V., "Education in Norway," Norway (Official Publication for the Paris Exhibition 1900), pp. 266-294. Nissen, Hartvig, "Public Instruction in Norway," The American Journal of Education, 8: 295-304.