The outline indicates both thoroughness and a close correlation with related fields of work. Beginning with the well-known in geography they gradually widen their horizon and establish connections with the more remote parts of the earth until the children obtain a moderately accurate appreciation and knowledge of this branch of study and get a view of its intricate relations with life and human activity. While the work of the course is generally characterized by thoroughness, their study of localities outside of Europe is simply a skimming over or a skipping glance. To be sure time is insufficient to enable them to exhaust all opportunities; but, it would seem more consistent with their general idea of concentrating on matters which directly concern the fatherland and its subjects, did they bring the young into a more intimate acquaintance with America and a fuller appreciation of what America really means to Norway and Norwegians. Very few Norsemen are without vital interests here. Nearly all, it seems, have immediate relatives or very dear friends who have migrated from the native land and have established homes in the United States. It appears that it would be important for them to follow the path of their migrating brethren and acquaint themselves more fully with the geography of America. Its life, topography, commerce, and other distinctive features would add to their geography a chapter of unsurpassed values. The work which is done is commendable for many reasons. The many-sided views obtained by varied methods of attack are rich and meaningful. Every pupil is ready with a full discussion in response to a question relating to their own country. Furthermore, they are informed with reference to the relationships existing between each country studied and the fatherland. These have been clearly pointed out. The perspective obtained through the study of physical and mathematical geography affords richer meaning to every day of life as well as to all the phenomena of nature. _History_ _Aim._ The chief aim of instruction in history is to inspire the children's historic instincts and love for their country and people. In an effort to obtain this the following information is imparted: (1) A somewhat connected knowledge of the history of the fatherland together with the fundamental tendencies of the social order. (2) Acquaintance with the most significant incidents in general history. _First Division_ _Class III._ (Two hours weekly.) Selected narratives from the history of the fatherland. The collection of stories includes the following: Harald the Fair Haired, Haakon the Good, Haakon Jarl, Olaf Trygveson, Olaf the Holy, Sverre Sigurdson, Haaken the Aged, Margaret and Albert, Christian the Second, Christian the Fourth, Tordenskjold, The Years 1807-1814, The Time of Pirates, Kristian August, Norway in 1814, Kristian Fredrik, Eidsvold, 17th of May, Norway's decennial celebration.