In their plan of instruction there is much to commend and some things to criticise. The teachers do a large amount of teaching, but they also provide opportunity for the children to do a great deal on their own initiative, so that they too may know the joy of discovery and feel the triumph of mastery. The Norwegian pedagogue uses the recitation period, nearly always fifty minutes, in an endeavor to impart information, both directly and indirectly; directly by straightforward giving, and indirectly through cooperative mental activities. While they feel the importance of direct instruction, they see, also, the advantage in shifting a part of the responsibility to the pupils. They recognize the fact that the child has ability, and that by himself he is capable of finding and recognizing problems, and of working them out to satisfying conclusions. They appreciate that even a small child is able to carry out many educative activities with a minimum of direction from the teacher, and that the development which comes from this self-direction and initiative is one of the most valuable ends of education. The intent is that the class period shall be devoted to exercises which will furnish information and, at the same time, make the children independent and able to direct themselves. Though the ideals and aims are excellent, the means for attaining them are not the best. There is a certain inherited aloofness on the part of the instructor which robs both teacher and pupils of some of the values which come from closer association. During the recitation hour the teacher nearly always occupies the high chair on the elevated platform, except while using the blackboard or doing other demonstrational work. My observations convince me that the teachers, especially the men, do not get down and work among and with the children as much as seems essential to the accomplishment of the greatest good.