Translated from the Norwegian by William Archer with an Introduction by H. H. Boyesen
minent? And he has painted a picture of the history of the development of the present generation in the home-life and school-life of Abraham L÷vdahl, in order to show from what kind of parentage those most fortunately situated and best endowed have sprung, and what kind of education they received at home and in the school. This is, indeed, a simple and an excellent theme.
"We first see the child led about upon the wide and withered common of knowledge, with the same sort of meagre fodder for all; we see it trained in mechanical memorizing, in barren knowledge concerning things and forms that are dead and gone; in ignorance concerning the life that is, in contempt for it, and in the consciousness of its privileged position, by dint of its possession of this doubtful culture. We see pride strengthened; the healthy curiosity, the desire to ask questions, killed."
We are apt to console ourselves on this side of the ocean with the idea that these social problems appertain only to the effete monarchies of Eur