Comparisons between the educational equipment of the American youth and that of his Norwegian cousin at any given age are exceedingly difficult to make. We have not yet established any specific units or norms by which education may be measured. We can make neither definite nor satisfactory quantitative or qualitative measurements of accomplishment. However, a careful analysis of the respective courses of study, the qualification of teachers, and plans of work, supported by the testimony of those who have been teachers in both countries, seems to warrant the statement that the completion of the gymnasial course of study in Norway is comparable to the completion of the sophomore year of work in our American colleges and universities. The average age of students is about the same in both instances. The American children spend a less portion of the year in school than do the children in Norway. While in our schools we generally have but thirty-six weeks of five days each in a year, inclusive of all regular and special holidays, the schools of Norway are in operation forty weeks of six days each, exclusive of holidays. Leaving out any consideration of holidays, the American school year usually amounts to one hundred eighty days, while in Norway they have two hundred and forty days of school. In other words, eight years of primary school and four years of high school in America represent only three-fourths as many days of instruction and study as are included in five years of primary school, four years of middle school, and three years of gymnasium in Norway. That is to say, to provide the same number of days of instruction it would take sixteen school years in America to equal twelve in Norway. The specialization which characterizes the work of the students upon entrance to the Norwegian university brings their study within much narrower limits than that of our ordinary juniors in college. Their general cultural education concludes with the taking of _artium_ while ours usually continues throughout the liberal arts course in college or until the degree of Bachelor of Arts has been received. A certain amount of specialization is common among our students during the later years of their college education, but it covers a wider range than in Norway and the greater portion of it is reserved for post graduate courses. In Norway the professional studies are taken up without any preliminaries immediately upon entrance to the university. In the better professional schools of America, one, two, or three years of collegiate work is required as a preparation for entrance. I. ORGANIZATION--RELATION TO STATE, COMMUNE, AND CITY