The entire question of instruction in morals in our public schools is one of pressing importance. It is being agitated in many lands today and a solution is sorely needed. Were all classes of society united as to what should be included in this instruction the matter would adjust itself very readily. However, social conditions in a single nation are more or less diverse, and between different nations still greater breaks are to be found. In fact the ideals and conceptions of society are so varied that no one present system would suffice for all. Could a code of ethics be formulated which would meet universal approval then its adoption and use might be hoped for. Until then each nation must necessarily follow the plan which seems best adapted to its social requirements. As already stated, the people of Norway are nearly all adherents to the Lutheran creed so there are very few dissenters from the common rule. Provision is made in the law that those who do not adhere to the state church and object to receiving instruction in this particular line may, upon request of parent or guardian, be excused from such instruction.[23] _Norwegian_ _Aim._ It is the aim of the instruction in Norwegian to further the mental development of children, especially their linguistic ability. In this course of activity they should acquire: (1) Efficiency in apprehending and assimilating what they hear or read, confident readiness in reading, plain articulation, and correct and natural accentuation. (2) Efficiency in expressing themselves orally and in writing without making any serious errors in the common usage of language or the rules of composition. (3) Efficiency in the use of the grammar of the mother-tongue which is necessary for the above measure of attainments. _First Division_ _Class I._ (Boys twelve hours, girls eleven hours, weekly.) A suitable number (twelve or fifteen) of interesting children's stories are told and utilized for the special purposes of widening the circle of the children's imagination and developing in them ability in observation, conception, and expression. An effort is made to render the general contents of the stories lucid through explanations, while the features arousing special interest in the minds of the pupils are made the objects of more detailed conversation. An effort is made to train the children in correct, free, and easy expression in connected sentences, and to develop in them the ability to rehearse their stories freely and connectedly. _Reading._ The aim is ability to read the primer (_ABC-en_) with assurance and in a clear tone, properly articulating and accenting each word and syllable. _Written exercises._ The object of the written work is to teach the children to write words and simple sentences which have just been read orally or have been seen in the primer or on the blackboard.