have been established in order to keep pace with the world's developments along these lines. The technical school in Trondhjem opened in 1910, sets the requirements for admission as high as those at the university. Its work promises to be of unquestioned quality and its prospects are very bright. The students at this school come chiefly from the scientific course offered in the gymnasia or from the several preparatory technical schools of Norway. There are many of these lower technical schools doing excellent work and some of them are modeled after American schools. The work of the agricultural college and of the military and naval schools is more or less technical along their respective lines and meets certain requirements not elsewhere provided for. When one notes the variety of schools maintained by the Norwegian state, it is evident that it is the intent to provide for its citizens a very wide range of educational advantages, and at the same time to develop the capacities of young people until they are able to perform the offices of state and nation.

III. DISTRIBUTION OF SCHOOLS AND PUPILS

The laws of Norway are specific in their requirements regarding education, and the people are at hand to provide the essential means for carrying out the demands. It is required that in each city or district in the entire realm there shall be the necessary number of schools to provide instruction for all children of school age. This is in answer to the law which makes a requirement of a certain minimum amount of education of all such children.

The primary schools are distributed in the cities, villages, and rural communes to suit the convenience of pupils attending. Other and higher schools are provided where most needed. As is true everywhere the bulk of work is done in the primary schools. Rural and city schools have their own laws and government, and are admirably adapted to the needs of their respective constituencies. As would be expected, the rural schools and the pupils attending them far outnumber those in the cities and towns. There are in the country five thousand, nine hundred and seventy schools attended by two hundred seventy-five thousand, one hundred and fifty-five pupils, while there are but sixty-one city school systems having an enrollment of ninety thousand, one hundred and twenty-nine pupils.[5] It is seen that there are about three times as many pupils in the rural primary schools as are found in the city primary schools. The distribution and care of the city school pupils are, however, much larger tasks than providing for those in the rural sections. In order to show conditions in a given city we insert Table I which indicates the number of classes and pupils in the several grades in the nineteen primary schools of Christiania, and also gives the totals for the entire city. Boys and girls attend the same school, but in this particular city they are generally separated into different rooms where they are taught by themselves. The schools are co-educational but not generally coinstructional. As the table will show, some of them are coinstructional through a part of the course while only one follows this plan throughout its work.

TABLE I

Pupils in the Primary Schools of Christiania in the month of April, 1908

NUMBER OF CLASSES AND PUPILS IN THEM