_Class III._ Latin (Two hours.) Anderssen and Eitrem's Selection of English Classics, forty-five pages. Review of selections from which examinations are taken. The connections the Norwegians sustain with the English speaking world are, perhaps, stronger than those binding them to any other people. Norway has close commercial associations with both England and America, and rarely does one find a family in Norway without near relatives in one or both countries. As a consequence, more than usual interest attaches to the study of English. Strenuous efforts are now being made to introduce it into the curriculum of the elementary school, and such change will probably be effected at an early date. According to the present plan those who graduate from the gymnasium have studied English six or seven years and have gained a fairly definite knowledge of it. They are able to read fluently and converse with ease. They have become familiar also with much of the best English literature, and through it have been brought into close touch with the life and culture of the English speaking peoples. _Latin_ _Class II._ Latin (Seven hours.) Schreiner's Short Grammar. Inflection and some of the rules of syntax. Ording's elementary book. Ording's Latin Reading Selections, pp. 1-36. Written exercises each week. _Class III._ Latin (Eleven hours.) Schreiner's Latin Reading Selections, pp. 30-67 and 73-88. Livy XXII., chapters 4, 9-15, 16-18, 19-28, 42-55. Cicero in Verrem IV., sections 1-14, 60-70, 72-81, 105-115. Schreiner's Short Grammar: Syntax. Forty written translations. Latin is included in the curricula of only about one-half of the gymnasia of Norway.[26] It is taught by competent teachers who appeal to the interests of the pupils through related history and literature, and through promise of linguistic excellence. The work is gone into thoroughly, drill is constant, and readiness in response is demanded. Despite the excellent quality of instruction there is a general feeling among the Norwegians that the study of Latin does not yield the immediate and substantial returns coming from other kinds of study. While they recognize that for advanced work in certain lines Latin is a prerequisite, they are convinced that, outside of those special lines of learning, contemporary tongues, history, biology, industrial chemistry, and other scientific subjects are more beneficial. As a consequence this branch of study is on the decline. _History_ _Class I._ (Three hours.) Ancient history as treated in Raeder's text. History of the middle ages up to the second division from Schjoth and Lange's General History. _Class II._ R. G. and Latin (Three hours.) Schjoth and Lange's General History. History of the Middle Ages and of Modern times until the Vienna Congress. History of Scandinavia until 1720. Survey of its more important portions--oral or written.