Attendance at school is regular in all grades. When children are absent for any reason the case is inquired into without delay, and, unless satisfactory excuse or explanation is forthcoming, the truant officers are on hand to enforce regulations. Failure to comply with the laws regarding absence from school, subjects parents or guardians of children to a fine of from one to twenty-five crowns.[18] Very rarely is an enforcement of these laws necessary, for the people are generally law-abiding and peace-loving. Being eager for development, they gladly comply with educational provisions without any compulsion, and regularity in attendance is the universal practice. Sickness is perhaps the most common excuse given for absence and, since excellent health is characteristic of the people, this is infrequent. Pupils are nearly always healthy, vigorous, and robust. One of the chief points calling attention to this is the rarity of cases where glasses are worn. In visiting schools I noticed that spectacled children were very few. I was at first inclined to criticise what I interpreted to be neglect of the eyes, but soon found that eyesight, as well as the general health of the children, was being carefully guarded. Every school has its physician whose duty it is to regulate sanitation and to remedy physical defects of children. I ascertained that in some schools special examinations had been conducted for the testing of eyesight, and results showed that very few of the pupils were under the necessity of wearing glasses. Among the causes contributing to this favorable situation may be mentioned a healthful climate, regular drill in gymnastics, proper lighting of school rooms, good ventilation, physical exercise in the open between successive classes, and, in general, the maintenance of a high state of physical vigor. The Norse take justifiable pride in their physical development, and they pay considerable attention to this phase of education. Consequently the children are able to attack the strenuous activities of school life with vim, and mastery of the course of study is not a hardship. Chapter II TEACHERS I. QUALIFICATIONS AND CERTIFICATION Teaching is a profession in Norway. Those following it have chosen it as their life work. The people thus engaged deserve and receive the recognition, confidence, and esteem of the masses, and they maintain the dignity of their calling. As a class they rank high educationally, morally, and professionally. With the advance in social ideals it has been necessary to raise the standards of preparation for teaching, and, as the years pass, further changes will be required. For a long time, professional training has been demanded of every appointee to a teaching position, and indications point to a rapid development of the quality of this training until every resource is operative.