Now a large percentage of children continue their education after the completion of the elementary course. In 1907, there were nine thousand, eight hundred and ninety-five pupils in the accredited middle schools,[7] and one thousand, five hundred and ninety-three in the gymnasia. About eighteen thousand others attended non-accredited secondary schools and those of still lower standards--evening schools, continuation schools, and various preparatory schools. Approximately two thousand were in technical schools and about one thousand in teachers' seminaries. Nearly every town of any considerable consequence has a middle school where pupils from the town and surrounding territory may receive its benefits. The larger cities have, in addition to a liberal supply of middle schools, one or more gymnasia, according to their size. The gymnasia draw from a wider territory than do the middle schools because they are fewer and farther apart. In addition to the six teachers' seminaries maintained by the state, there are four private ones--ten in all. Table II indicates the aggregate attendance at these institutions and the number of those who passed the advanced examinations during the years designated. The university, of course, draws its students from all over the State. It has an attendance of one thousand, three hundred or more, about five hundred and fifty of whom are annually enrolled direct from the gymnasia. These students represent the best products of the country and generally they work with earnestness and zeal. TABLE II Table Giving Attendance at Teachers' Seminaries and the Number Passing Advanced Examinations. Took Examination. Year. Attendance. Male. Female. Total. 1901-02 755 204 135 339 1902-03 980 192 129 321 1903-04 953 216 184 400 1904-05 902 174 119 293 1905-06 955 208 147 355 --- --- ----- Totals 994 714 1,708 Annual Average 199 143 342 Private schools have played an important role in Norway. They have had a long and interesting history. A number of them do part or all of the work represented by the state primary and secondary schools and teachers' seminaries. Most of them are located in the larger cities and receive recognition and patronage from some of the best homes in the land. Their influence upon education generally has been wholesome. The valuable and attractive features introduced by them have operated like spurs on those under state direction. The cooperative activity which has characterized the relationship between the two kinds of schools has resulted in the betterment of both and in the rapid advancement of educational ideals and activities throughout the state.