Between 1850 and 1962, official policy of the Norwegian state was to Norwegianize and assimilate the Sámi and Finns in Northern Norway, and the Lap Fund («Finnefondet» in Norwegian) was an important instrument in this. The fund was an extra grant on the state budget from 1851 to at least 1921, funding as it did a number of initiatives in primary schools in Sámi and Finnish areas. A proportion of
... [Show full abstract] the fund financed extra wages for teachers who worked for more than five years (from 1904 two years) in certain districts in Finnmark. Teachers had to apply every year and account for their work in accordance with a written instruction detailing how Norwegianization should be carried out in practice in classrooms. A common belief is that teachers who worked in accordance with the instruction were given a grant as a reward while it was denied to others. Scholars have contradictory views on this point. My study of 63 applications in the period 1901-1902 shows that all teachers who applied were given the grant, which means that the Lap Fund did not work as intended, namely as an incentive for Norwegianization at the individual level, but was given as a general wage increase. One reason could be that long distance and poor communication made it difficult for the school director to control the extent to which the teachers were actually following the instruction. Another reason could be that the chairman of the school boards, who recommended the applications at the municipal level, knew the teachers well, and a practice of recommending acceptance of every application seems to have been established. The directors of schools in Finnmark, Karl Aas (1899-1902) and Bernt Thomassen (1902-1921), were central actors in the most intense Norwegianization period, but showed no determination to differentiate among teachers based on their achievements in the process. Aas's and Thomassen's roles in the implementation of the Lap Fund are discussed.