Written exercises, frequently on topics of interest. Besides all this each pupil must give a discussion on a self-selected theme before the class. _Class II._ L-H. (Six and five hours.) Holberg's Erasmus Montanus. Wessel's _Kjaerlighed uden Stromper_ (Love without Stockings.) History of literature to about one thousand, eight hundred. Shakespeare's Julius Caesar. In the Landsmaal selections from Garborg and Mortenson's Reader (excepting folk songs.) Old Norse: Nygaard's beginner's book. Some pages from Thor to Utgard. Twelve written exercises on important literary, historical, and industrial subjects. _Class III._ R. G. (Four hours.) History of literature from Holberg down to the present. Read scrutinizingly selected writings of Holberg, Ohlenschlager, Wergeland, Welhaven, Asbjornsen and Ibsen. In the Landsmaal read from Garborg and Mortenson's Reader and the writings of Vinje. In the Old Norse read the remainder of Nygaard's beginner's book. History of language and history of literature. Many written exercises, largely literary and historical topics. _Class III._ L-H. (Five and four hours.) Special study of selections specified as examination material including the writings of Holberg, Wergeland, and Welhaven. Landsmaal from Garborg and Mortenson's Reader. History of Literature. History of Language. Twelve written compositions on important topics. The work in literature throughout the gymnasium deals with the masterpieces of the language in an analytic and critical way. The aims are to familiarize the pupils with the best productions in the language, to acquaint them with the lives and historical relations of their authors, and to develop literary appreciation and style. Accordingly many writers are included, translations of world classics are utilized, history of literature in its connections with general history receives attention, and ability in composition is encouraged and required. Eddas, sagas, and the more important productions from successive periods are studied in minute detail. The Landsmaal is not neglected. When any piece of literature is under discussion, related historical events; references to other literary productions, characters, myths, etc.; the life of the author; and many other important points are considered exhaustively. The intricacies of the language are sought out in patience and made familiar. Every known device for completing the literary background is utilized. Since the literature of the country is a part of the life of its citizens, no effort is required to secure intense interest in the work. In the linguistic-historical course more time is devoted to this branch of instruction than is given to it in the _real_ and Latin courses. The quality or class of work is essentially the same though the quantity is necessarily less in the two latter courses. A definite effort is made to place each pupil in possession of the culture represented in the national literature. _German_