The school board may also order that there be a teachers' commission (_Laererraad_) for each school or for the several schools using the same buildings, consisting of the teachers in the school. The chairman of this committee is the superintendent of schools, a school principal, or other member, according to the determination of the board. The duties devolving upon this commission are in each case outlined by the board.
The superintendent of schools (_Skoleinspektor_) has general direction of all the primary schools in the city system. His duties are similar to those of the superintendent in American towns and cities. He takes the lead in directing the policies of the schools and exercises large powers in making them efficient. He is provided with well-equipped offices, generally in one of the school buildings, where he and his clerks, supplied by the school board, do the greater portion of their work.
A principal or headmaster (_Overlaerer_) is generally placed in charge of each school. His duties are comparable to those performed by ward principals in the United States. While the superintendent is the superior officer and exercises general control and authority, the principal has immediate charge of the work of the school. He controls its activities in harmony with and under the direction of the superintendent, consulting the wishes of the higher official and respecting his opinions. The superintendent recognizes that for the one in immediate charge of a school to have his hands tied or his liberties too circumscribed means the hampering of the work; hence, he gives to the principals working under him wide latitude in carrying out their ideas. For example, if the principal is a believer in coeducation or, on the other hand, a staunch advocate of segregation of the sexes for instructional purposes, he is usually privileged to carry his policy into execution in his school, even though the views of the superintendent are not wholly in accord therewith. Throughout their work they seek each other's counsel and advice, and cooperate successfully.
The private citizen in Norway plays only an indirect part in school affairs, yet his interests are conserved in various ways. The local pastor, who is a member _ex officio_ of the school board, generally guards the interests of the masses. His influence and vote may be regarded usually as a reflection of the popular mind. The chairman of the municipal council, who also is a member of the board by virtue of his position, is indirectly the choice of the people. The teacher or teachers chosen to occupy on the school board nearly always work in harmony with the public will. The committee of inspection has a majority of its members chosen directly by vote of the people immediately concerned. The press is free and educational movements are continually discussed in the leading papers. Further than this, educational affairs are common topics of conversation, being talked of on all occasions under various circumstances and conditions. It may be said to their credit that those discussing these subjects do so intelligently and critically. The masses are alive to the educational situation, are intensely interested in their schools, and are acquainted with the provisions of the law concerning them. The people being so democratic in tendency and so very frank in the expression of their feelings and opinions, naturally reflect public sentiment; which because of being understood has more weight and is correspondingly a greater factor in legislative activities.