There are, of course, some fundamental differences existing between them. The private schools charge a regular tuition in every grade of primary and secondary work. The state primary schools are free and the tuition in its secondary schools is less than that charged in the private schools. It is self-evident that private schools are dependent upon tuition receipts for both running expenses and profits, while the state and communal schools are supported largely by public taxation.[8] Paralleling so nearly the work of the state schools, yet being more expensive, the private schools have been under the necessity of offering certain inducements in order to secure pupils. They have been made attractive in location, in buildings, in equipment, in the personnel of their faculties, and in other ways, and their efforts have been richly rewarded as a rule. All classes of schools are subject to state regulations and inspection. Certain definite requirements must be met before a private school may even begin to operate, and still higher standards must be maintained in order for the work to be accredited by the state. Standards of excellence are naturally set by state schools and the requirements fixed by the state inhibit the starting of inferior schools under the pretense of offering something "just as good." During recent years some of the private schools--those well-known and respected because of the nature of work and high standards of excellence maintained--have been given special recognition by the state, and a few of them receive annuities. When advancement in nature or improvement in quality of school work is rewarded by increase in patronage from the state, zest is furnished in the contest for first recognition. Though the history of the rise, development and influence of the private schools of Norway, together with a discussion of their present status and worth, might furnish an interesting chapter, it becomes necessary to let this slight mention suffice and to confine this work to a treatise of the schools instituted and directed by the state. It may be added, however, that the work of the accredited private schools equals in quality and receives the same recognition as that done in state schools. For example, all graduates from the private gymnasia pass the same examinations for _artium_ as those who complete the work of the state gymnasia and enter the university on exactly the same footing. IV. PUPILS