Since it is a chief occupation of the training school to instill methods of presentation, there is great danger of becoming mechanical, machine-made, or stilted in one way or another. Quite the opposite must be the nature and work of the teacher. The teacher should be able to come down from the high platform and cooperate with the children; to find the individual child and his interests and, in a genuinely sympathetic spirit, to direct those interests; to discard set rules, hard and fast lines, and pet theories; and to open up to each child a vision of the fields before. In order to do these things the instructor must be thoroughly familiar with child life: its nature, mental and physical make-up, processes of development, conditions of growth and activity, instincts, and hopes. He must also cherish and manifest a sympathetic attitude towards youthful tendencies and aspirations, and be able to inspire the pupils to noble purposes. The seminaries of Norway, like those of other nations, fall short of some of the conditions of excellence that we yearn for. They do not include a sufficient amount of professional training nor is that which is provided always the ideal type. Nevertheless, an earnest effort is being put forth to approach these higher conditions as rapidly as possible. The course of three years, besides furnishing a valuable fund of instruction, provides a large amount of work in observation and extensive experience in teaching. The training in observation generally consists of work in connection with the state schools (primary and secondary) in the immediate vicinity of the seminary. Into these state schools the seminary pupils are permitted to go and observe the teaching of the regularly employed instructors as they present the different subjects in the curriculum. After having observed teaching for some time and having carefully discussed class room procedure with their own teachers, they are required to specially prepare and present some lessons under the close, yet sympathetic scrutiny and supervision of their masters. As time passes, more and more of this practice teaching is assigned until proficiency is attained in the presentation of subjects to be taught in subsequent years. While these schools do not incorporate into their activities all things that seem important, it must be said to their credit that they have done a great service in qualifying teachers for the class of instruction which has already raised the masses to their present place of literary distinction.