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The Danish People's High School

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The Danish People's High School DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION 131XLETIN, /1915, No.45 THE DANISH PEOPLE'S HIGH SCHOOL INCLUDING A GENERAL ACCOUNT OF THE EDUCATIONAL SYSTEM OF DENMARK . By MARTIN HEG D PRESIDENT WALDORF COLLEGE. FOREST CITY. IOWA WASHINGTON GOVERNMENT PRINTING OFFICE 1915 4 ,0 ADDITIONAL COPIES 07 THIS PGRLICATIA MAY Bb( RCURROaaoit TAIL SUPISSINAMDENTorDOCUMINTS 00VYRNMSNT PRINTING OPPICIL.,-' WASHINGTON, D. C. AT 20 CENTS COPX CONTENTS. Pass. Letter transmittal Prefat -v note 6 PART I. THE EDUCATIONAL SYSTEM OF DENMARK. Chapter I.Historical development 7 ILOrganization and administration of education 19 II 1. Elementary education 29 IV.Secondary education _ 53 V. University and vocational education 64 PART II. THE DANISH PEOPLE'S HIGH SCHOCIL. VI.Origin of the people's high schools 78 VII. growth of the people's high school 84 schools and their life 99 IX.Alms, curricula, and methods 113 X.Influence and results 129 XI. People's high schools in other countries 142 XII.--Conclusion 154 )tppendix A.Statistical tables 167 B.Bibliography 172 Irma 181 8 LETTER OF TRANSMITTAL DEPARTMENT OF TIIE INTERIOR, BUREAU OF EDUCATION, Washington, September E3, 1915: SIR: The folk high schools of Denmark and other Scandinavian countries are so unique and contain so much of interest to all who are concerned in the preparation,of young men and wothein for higher and better living and for more efficient citizenship that, although two or three' former bulletins of this bureau have been devoted to-a 'description of these schi)ols and their work, I recommend that the manuscript transmitted herewith be published as a bulletin of the Bureau of Education for the purpose of giving a still more com- Jorehensive account of the subject.Those who read this and the 114former bulletins referred to vij11 have a fairly complete account, not only of these.schools, but also of the whole system of rural education of which these sehooli tre an important wt. Respectfully submitted. P. P. CAXTON, Commissioner. The SECRETARY OF TILE INTERIOR. 5 fit PREFATORY NOTE For the sake of reference, the following facts relating to Denmark are stated here: Area.-15,042 square miles.- This is very nearly equal to the com- bined areas of Massachusetts and New Jersey, or to one-fifth the area of Minnesota. Population (1906).-2,588,919. This is almost identically equal to the population of New Jersey (1910) and is about half a million greater than the population of Minnesota (1910). The monetary unit is the krone, equal to about 27 cents of Ameri- can.money. The ore isone one-hundredth part of a krone. The Danish foot equals 12.35 inches; the Danish mile equals 4 English miles; and the Danish pound equals 1.1 pounds avoirdupois. 8 THE DANISH PEOPLE'S HIGH SCHOOL. PART I. THE EDUCATIONAL SYSTEM OE DENMARK. Chapter I. HISTORICAL DEVELOPMENT. An early culture. Runic inscriptions bear evidence of a culture in the Old No0 world extending as.far back as 500 A. D."I'he very existence of these inscriptions suggests practices of a distinctively educational naturea supposition that is abundantly borne out by the contents of the folk songs and Raga literature of this curly period. From this material it is possible to gain a- f a i rl y definite idea of the status of education among these people of the north before the intro- duction of Christianity.' Educational proctire8.The child's early training was received at the hands of his mother.Her supervision was mild.The child was given large freedom in his play and activity, and very early was Left to solve his own problems. Thus began that training in individual initiative which produced the viking who boldly set forth upon the seas in the quest of new lands and adventures. When the boy was old enough to be removed from the immediate care of his mother, his training was either continued in ,the home or given over to afoster father.Many well-to-do people chose the latter course for various reasons.'If he remained at home, the many slaves and servants, hoping for favors f oro the future master, mighf spoil the child by overindulgence. Fu thermore. the removal of the boy from immediate parental supervis n would tend to de- velop individuality in thought and action.The foster father was chosen with great care, the selection being made from among such wise men as possessed the requisite knowledge for a leader or chief- tain.These men were found chiefly among the district rulers, who were also, priests.Serving in such double capacity, they were iri itiated into the civil laws as well as the religious`teachings of the lOttosen,..Nordens litstorte, p. 6. Worm, Forsog tit en SkolebIstorte, p. 845. Lagerstedt, Bvemskit Upprostringrasendets Maoris, p. 6. I 7 8 I THE EDUCATIONAL SYSTEM OF DENMARK. -community. These men were frequently also historians and poets.' The relationship between a foster father and 'child was exceedingly intimate and loving.Between children fostered in the same -home there was also formed a close bond of friendship, which sometimes ripened into love, as so beautifully pictured by Tegner, in his poetic version of Fritjof's Soya. Often, too, there was established between men fostered together the institution of "f,sier brotherhood," a brotherhood of arms.If a child was brought up in the home, his training was intrusted to some particular liberated slave, who might frequently be a captive from some foreign country and a person of considerable culture.Such a person would usually devote himself heartily to the child intrusted to his special care, a devotion which was generally reIarded in kind by the ward. Aim of Old Sone education. The aim of Old Norse education for the boy was manliness, which was, conceived as physical and intellectual vigor, courage, cotnplete self-possession in the most criti- cal situation, large-mindedness, generosity, and aboveal utter dis- regard of death.'These qualities the chieftains sought to develop by all .manner of strong incentives, even resorting to abusive words to stimulate the boy to manly deeds.The training was, of course, obtained largely through imitation, seeing-and doing the things that parents and elders did.In this way they became proficient in vari- ous peaceful and warlike exercise& The boys matured at a very young age, many a chieftain's son going to war at the age of 12. While the education was thus prevailingly moral, its method-being activity, and action its culmination, it nevertheless possessed a con- siderable intellectual content.Knowledlie of the religion, laws, his- tory, and poetical literature of the people was considered essential to the equipment of a leader.Composition of impromptu poetry wap a favorite diversion of chieftains around the festite board, while the writing of history and poetry was a recogni.zed profession. The transfer of this intellectual heritage- and the training of the boy in manly qualities and deeds constituted the special office of the foster father or special guardian. Thus the education of leaders in this early period had become a conscious process, and although there were no schools or teachers in the modern, professional sense, it may be said that there had been developed a special teaching function. The education of the boy was completed by military campaigns and excursions, by travel and residence abrOad. Young men of the northern nobility frequently spent much time at court, at home and abroad, in Scandinavia, Greece. Russia, England, France, .Scotland, and acquired thus a knowledge of the world, higher training, and fine manners, as well as ho riches, and influential connectional Hertzberg, Opdragelgens og Skolens Hiatorie, p. Lagergtedt, op. cot., HISTORICAL DEVELOPMENT... The education of girls seems to have been less specialized: At an early age they engaged in the industries of the homesewing, em- broidery, spinning, and weaving.They participatZd in various amusements and mingled freely with the people at festivals and pub- lic Their intellectual training was not entirely neglected, however, for women busied themselves also with. poetry. But chiefly by work, play, and free activity were trained the mothers of a sturdy race. The Middle AgecWith the introduction of Christianity schools were immediately established.The first Christian school is ported to have been erected in the beginning of the ninth century by the Apostle of the North, St. Anwar, " for 12 'young children whom he together with his assistant's, instructed in Christian learn- ing."'Throughout 1-:urope during this period there were three chief types of schoolsmonastic,. cathedral, and burgher schools. Monastic schools were kept by the monks and consisted of two divi7 sons, an inieiltor school for novices who were to become ifionks anI an exterior department for the boys of the cOmmuhity who desired an education chiefly for secular purposes. *Theusiies pursued were reading, writing, singing, and t subjects of the trivium and quadrivium.k Fur the novices thereas, in addition, instruction in the rules of the order and some of t principles of canonical law.Cathedral lools were established in connection with the cathedral chapters and were training schools chiefly for the priest- hoOd. The schools Ndel, in charge of a master, 8ehrdasticu8Nand gave 'instruction in the most necessary subjects, such ns readingespecially the Iliblewriting; singing, Latin, the church fathers, canonical law, and the dutiegillirf- the priestly office.These schools, Ihoufh degenT: erating to low standards in the later Middle Ages, were attended by large numbers of students, the school at Rh'skilde being report to have had 900 Students and the one at Ribe 700.2Neither of the above types of schools metthe demands of the citizen classes, who felt a growing need of education for the performance of ,their various pursuits.
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