The law requires that to be eligible for appointment to a regular teaching position in the secondary schools (middle school and gymnasium), one must have had a course in the university and special training provided in the pedagogical seminary. This means that the candidate has completed: (1) the twelve years of work in the primary and secondary schools, where a wide range of instruction and general culture are provided; (2) a course in the university (four to seven years in length), devoted to exhaustive research in the particular branches of study which are subsequently to be taught; and (3) the course of training given in the pedagogical seminary. It is the aim and function of this seminary to provide for the university graduates who are to become teachers the most practical and complete professional training possible within the limits of time (six months). It is readily evident that excellence in educational equipment and intelligent insight into the business of teaching are among the accomplishments of the profession. In fact, mastery of the field to be taught and professional training in its presentation are requisites. The certificates or diplomas issued upon completion of the preparatory work just outlined are the only credentials required of the Norwegian teachers. Being issued by the state they have a standard of value which is uniform, recognized, and honored throughout the realm. Without these papers it would be folly to seek appointment to a fixed (permanent) post. Besides the regular corps of instructors occupying on full time in the general lines of instruction, there are many special teachers devoting their energies along particular lines of work, such as home economics, drawing, music, gymnastics, and manual training; and still others who teach some of the regular branches of study only part time, whose positions are not permanent. Special preparation is required in order to obtain positions in these specific lines of work. II. TRAINING OF TEACHERS Norway early recognized the value of specific training for the work of the teacher. The experiences of other nations served as object lessons illustrating the good coming from the services of properly equipped teachers and the dangers of proceeding without such. The state was eager to lay substantial foundations, to conserve and develop every resource, to build permanently and economically, and to profit by the experiences of other systems. Consequently, the people moved forward in a conservative manner and planned for the future as well as for immediate needs.