_Class IV._ (Five hours.) Brekke's Reader for the Middle School. Required portion read and reviewed, while the remainder of the book is gone through and in part read _ex tempore_. One narrative each week.
The study of English proceeds along lines parallel to those followed in the German. The learning of the language is accomplished chiefly through its use. Explanations are made by using the more familiar words of the tongue studied, by circumlocutions, and by other similar practices. Grammar is resorted to as a means rather than an end. It is used only in facilitating the acquisition of the language, not as an end in itself. However, at the close of the course each pupil has become quite proficient in the grammar as well as in reading the language and in conversing in it.
_Class I._ (Three hours.) Nissen's History of the World by Sehjoth, from the beginning until "Scandinavia in the Middle Ages."
_Class II._ (Two hours.) Text as in Class I. From "Scandinavia in the Middle Ages" to "Modern Times."
_Class III._ (Three hours.) Same Text. From "Charles V" to "The February Revolution." Review.
_Class IV._ (Three hours.) Same Text. Reviewed in its entirety.
The course in history is very rich and its study is entered into with animation. The teacher is usually a master in the subject and he makes the work of great profit. A considerable amount of the class period is devoted to a vivid and analytic introduction of the work to be done at the next meeting of the class, preparation for which shall be made in the meantime. Problems are presented and purposes are indicated so that the preparatory study may be done with some definite end in view.
All facts of history are placed in appropriate settings and perspective, correlated into a unity, and given vital meaning. Maps, charts, and pictorial illustrations are provided in abundance and used constantly. Frequently historic scenes near at hand or known to the pupils are pointed out, minutely described, and visited.
Teachers appeal to the sentiment of pupils with the aim of begetting loyalty for the fatherland in the hearts and minds of the young. I have heard instructors grow eloquent as they warmed up on phases of Norway's history, and have noted the flushed cheeks and snapping eyes of the children that bespoke the national pride of the young hearts as familiar words, slogans, and songs of their heroes were quoted.