5. Drammen Overlaerer 2600 Laerer, h.g. 2300 2400 Laerer, lg. 1400 1600 1800 2000 2100 2300 Laererinde, h.g. 1300 1400 Laererinde, l.g. 900 1000 1100 1200 1300 6. Horten Laerer, h.g. 2000 2200 Laerer, l.g. 1300 1500 1700 1850 2000 Laererinde, h.g. 1100 1200 Laererinde, l.g. 900 950 1000 1050 1100 7. Tonsberg Overlaerer 2500 2650 2800 Laerer, h.g. 2400 1600 1800 2000 2200 2400 Laerer, l.g. 1400 Laererinde, h.g. 1300 Laererinde, l.g. 900 980 1060 1140 1220 1300 8. Kongsberg Laerer, h.g. 1800 Laerer, l.g. 1300 1450 1600 1700 1800 Laererinde, h.g. 1100 Laererinde, l.g. 700 800 900 1000 1100 Chapter III COURSES OF STUDY IN STATE SCHOOLS I. INTRODUCTORY--RISE, DEVELOPMENT, AND PRESENT FORM OF THE CURRICULUM We come now to a consideration of the course of study in the school system as it has evolved and is now operative. As was true throughout other parts of Europe, so in Norway, education during the middle ages issued almost exclusively from the cloister and cathedral schools (_Dom-og Kathedral Skoler_), and in them are found the germs of most modern courses of study. Inasmuch as the successive steps in the evolution of the recent schools of Europe from the earlier forms vary but little in the several countries, and since the subject is already familiar to nearly all students of education, we omit any technical discussion of that interesting feature of history, and refer the reader to any of the several works treating it fully. Suffice it to say, the aim of the church in maintaining these earlier schools centered in the development of a qualified clergy about whom should be gathered a loyal following, well-trained in the dogmas, doctrines, and traditions of the organization.