_Class VII._ (Two hours weekly.) The history of the fatherland gone through in great detail and in a definitely connected manner. All work based upon what has been learned in former classes. The following are among the more important points considered: Norway in ancient times, Norway organized into a Christian kingdom, Norway's time of prosperity, Norway under internal wars, Norway under later kings of Swedish family and descent, Norway in union with Sweden and Denmark, Norway united to Denmark until 1661, time of absolute monarchy (1661-1814), Norway in 1814, Norway since 1814. In addition, the chief features of social institutions, the condition of the state, rights and obligations of citizens, state administration, communal affairs, and similar topics are discussed at some length. By the assistance of a suitable text the presentation should impart to the pupils a moderately connected knowledge of the historical development of the fatherland up to the present time. The children should obtain clear insight into the inner historic situations; persons, events, and specific dates standing as contributors in the background. Historic sagas and related selections are used in connection. While attention centers in the history of the fatherland, important contemporary events in general history are kept constantly before the eyes, frequent reference being made to the studies in Classes IV-VI. The stated aims, enumerated means, and outlined methods of presentation afford a fairly good idea of the work done in the study of history throughout the primary schools. It has been observed, perhaps by many, that instruction in history has been preceded by one year's study of geography, that the geography of the several countries precedes the history of the peoples inhabiting them, and that geographical appreciation is utilized as a foundation for instruction in history. The main purposes of instruction in history are: development of patriotic and loyal citizens, intellectual training, and cultural information. The prized traits of citizenship are read, sung, and drilled into the daily life of every child in the entire country, and these impressions are fixed so definitely that they live through generations, even when the subjects are transplanted to foreign soils. Story telling in the beginnings of history instruction affords an immediate appeal both to the children's interest in personal activities and to their liking for that form of instruction. The characters whose biographies are delineated are the men around whom national activities have centered. The bits of history related are of epoch-making incidents from the earliest times down to the present. Being presented through biography they have a personal touch and flavor which secure vital and immediate responses from the children.