EDUCATION
I. ELEMENTARY INSTRUCTION.
Th e development and improvement of the primary schools has
been an object of the nation’s endeavours for the last century.
I t has been clearly seen that in a democratic community
like ours, it is to the interest of individuals, as well as of society
at large, to improve the education of the people.
By a royal ordinance of 1739, an endeavour was made to introduce
into the country a general school-attendance and a permanent
school for each church parish. The measure, however, was
never put into practice. On account of the scattered population,
the long distances, and the lack of teachers, it was left, by an
ordinance of 1741, to the several parishes with the approval of
the magistrates, to arrange their school affairs «according to their
opportunities and the situation of the land».
The primary schools of the towns in the beginning of the
century were called, and arranged with the intention of being,
«poor schools». In certain towns, however, there were primary
schools of a somewhat different stamp. A considerable improvement
was made by the act of 1848, which arranged the elementary
instruction in the towns.
A general arrangement of the rural elementary schools had
already been come to by an act of 1827. By this act, it was
determined that near every principal church in the country, there
should be a permanent school, but otherwise ambulatory schools.
Both before and long after the act of 1827, the priests were the
leaders in school matters, each in his own parish; and it is owing
in a great measure to them that, in spite of the numerous difficulties
of" all kinds that had to be overcome, the school has made
continual progress. The act of 1827 was replaced by an act of
1860, which enjoined the establishment of a permanent school in
every school circle, fixed the minimum of hours for instruction,
introduced several civil subjects, improved the condition and training
of the teachers, and arranged the management and superintendence
of the school in a better way.
After the acts of 1848 and 1860, progress was more rapid,
especially after the state (from the beginning of the seventies)
had begun more and more to give grants to the primary schools.
The acts of 1848 and 1860 were in their turn annulled in 1889,
by the acts now in force for primary schools in the country and
in the towns, whereby the primary ' schools of our country have
been considerably improved.
The development of the school has always been in a decidedly
democratic direction From a school for the poor, it has risen to
a national school; from a church school to a school in which a
general education is given, which ought to be common to all
members of society. The local authorities and the parents have
acquired a decided influence upon the arrangement of the school,
and an organic connection has been brought about between the
primary school and secondary education.
A. THE ARRANGEMENT AND AIM OF THE PRIMARY SCHOOL.
The Norwegian primary school has a seven years’ course, adapted
for children between 7 and 14 years of age. I t is free to all children
in the kingdom. There is no obligation to attend the public primary
school; but the obligation of education exists, in that every child
between 8 and 15 in the country, and between 7 and 15 in the
towns, that is not in receipt of instruction calculated to bring it
up to the standard of the primary school instruction within its
15th year, is referred to the primary school, and the attendance
of the child there can be enforced by a fine imposed upon the
parents or guardians.
The primary school in each municipality is governed by the
School Board (skoleStyret), which consists of a priest, the chairman
of the Municipal Council (or one of the aldermen), one of the teachers
chosen by the body of teachers, and as many other members