No means of studying questions of organization and administration are so valuable as the comparative. Various studies of education in foreign countries have been made, but there still exists a need for many more investigations. Norway has furnished a great many illustrious statesmen, scientists and literary masters, and is also a country abounding in men of a high type of valor, physical prowess, honesty and industry, and consequently the educational ideals and practices which prevail there should be worthy of most careful consideration. Heretofore, only fragmentary accounts of Norway's educational system have been available in the English language. At the writer's suggestion, Mr. Anderson made a trip abroad for the purpose of studying the system at first hand. His intimate acquaintance with the language was a prime essential in acquiring an understanding through observation and reading. That he has made an accurate interpretation is attested by the foreword of one of Norway's eminent scholars and that he has made an interesting account will be conceded by all who peruse the pages. It is hoped that many more studies of a similar nature will follow in the near future. FREDERICK E. BOLTON, _State University of Washington, Seattle, April 8, 1913._ CONTENTS CHAPTER I _Background and Organization_ I. INTRODUCTION 19 1. History of Norway (brief sketch) 19 2. Geographical features 22 3. National characteristics, aims and ideals 25 II. DIFFERENTIATION OF SCHOOLS 28 1. Primary school--rural and city 28 2. Secondary 30 3. The University and other schools 32 III. DISTRIBUTION OF SCHOOLS AND PUPILS 34 1. Primary--rural and city 34 2. Secondary--middle school and gymnasium 41 3. Teachers' Seminaries 41 4. The University 41 5. Private schools 43 IV. PUPILS 44 1. Age in primary schools, secondary schools and teachers' seminaries 44 2. Comparisons with America in equipment and time spent in school 50 3. Specialization 51