GERALD THORSON LEARNING OUR LANGUAGE, by Thomas F. Dunn, Charles A. Ranous, and Harold B. Allen. xii, 494 pp. The Ronald Press Company, 1950. Learning Our Language was prepared as a textbook for Freshman English classes, but it can be useful to anyone who is desirous of a scientific introduc—... Show moreGERALD THORSON LEARNING OUR LANGUAGE, by Thomas F. Dunn, Charles A. Ranous, and Harold B. Allen. xii, 494 pp. The Ronald Press Company, 1950. Learning Our Language was prepared as a textbook for Freshman English classes, but it can be useful to anyone who is desirous of a scientific introduc— tion to the study of language as a means of communication. For the purpose of the book is to make available “knowledge of how people behave linguistically in terms of meaning and usage, knowledge of the thinking pro- cess, and knowledge of selecting and organizing materials.” And the book does this in a scholarly and clear manner. Part I is headed The Sym- bolic Nature of Language. Lang- uage, the meaning of language symbols, contexts, generic words. and emotive devices are among the specific topics discussed. Part II deals with The Conventions of Language. In this section the authors handle the problems of standard English, dialects, langu- age areas, “grammar,” and jour- nalistic, commercial, scientific, and literary standards. In Part III the student will find a dis— cussion of the major geographi- cal areas of language, the his- torical periods of literary Eng- lish, and the ways in which lang— uage changes. Included in each chapter are exercises and topics for class discussion. Learning Our Language is an impressive addition to the many textbooks now on the market for Freshman English courses. Its purpose is no different from that of any of the others: to teach students to write more effective— ly. But in doing this the authors draw from the contributions that have been made by past linguistic scholars ; and it is in this approach that the volume is unique. Language is not a system of rules; writing cannot be ulti- mater a set of neat formulas. Therefore, there needs to be a new emphasis in the teaching of Good English; the student must see that effective communication is much more than a mere mas- tery of rules and formulas. Per— rin (and others) has stated this very clearly; but Mr. Perrin only discarded the old rules to apply new ones, less formal ones.~ If it is true, as the University of Chicago investigations have shown, that there is little or no correlation between a student's score on the standard English grammar and mechanics test and his ability to write; then the tra— ditional method of teaching Freshman English must be re— vised, perhaps discarded alto— gether. It is probably too early to draw any satisfactory conclusions on “the” method, but it appears that a scientific approach to the study of language would furnish a much needed background for the student. Learning Our Language is based on this premise. And the authors have done an excellent and commendable job in putting this book on the market. —-GERALD THORSON Show less
THE CONTRIBUTORS jOAN BAXTER, although known among Augsburg students for her vocal talents, is making her first appearance as a writer as the winner of the Writers Club short story contest. Joan is a junior with a music major. PHEBE DALE is a graduating senior. Her major is English and she plans... Show moreTHE CONTRIBUTORS jOAN BAXTER, although known among Augsburg students for her vocal talents, is making her first appearance as a writer as the winner of the Writers Club short story contest. Joan is a junior with a music major. PHEBE DALE is a graduating senior. Her major is English and she plans to teach next fall after her return from a SPAN tour in Nor- way. Phebe has contributed stories and poems to Augsburg publica- tions in the past and is at present a staff writer on the Augsburg Echo. CLAIROLD HOIFJELD is a junior with a Christianity major. In this issue he has contributed the art work. RAY HOLDEN is another English major graduating this spring. He plans to begin a high school teaching career this fall after a summer in Mexico. JAMES PARKER, a senior with a philosophy major, plans to con- tinue his studies at Minnesota University. His goal is college teaching and writing. LELAND B. SATEREN is an associate professor of music at Augs- burg, director of the Choral Club. and a composer of choral music. BRYCE SHOEMAKER is the head of the Philosophy Department at Augsburg. A graduate of St. Olaf College and Luther Theological Seminary, Mr. Shoemaker is now working on his PhD. at Minnesota University. GERALD THORSON, an English instructor at Augsburg. is a graduate of Augsburg and Minnesota University. Show less
NIRVAN A April 15th— , I had often thought of making an attempt at self-hypnotism, but I never dared to. I was fearful that if I should succeed I would be subjecting myself to an uncontrollable will, for it is known that deep hypnotism can be dangerous. I had hesitated,'therefore, to give myself... Show moreNIRVAN A April 15th— , I had often thought of making an attempt at self-hypnotism, but I never dared to. I was fearful that if I should succeed I would be subjecting myself to an uncontrollable will, for it is known that deep hypnotism can be dangerous. I had hesitated,'therefore, to give myself over entirely to any concentrated effort at inducing this state of trance in me. Nevertheless, last evening, because of a certain physical and mental state that prevailed upon me throughout the day and the hours of night until midnight, I dispelled my fears and blocked my mind from any interfering thoughts. I ceased to think of any after effects: I released any inhibitions that had heretofore constrained me and al- lowed my will to be controlled completely by a force within me. It was, now, an urgent drive that had once been an insignificant fancy. It was an insuppressible will to hypnotize myself. I am unable to describe concretely the combined mental and phy— sical condition that seemed to favor what had previously been, at most, nothing more than a smouldering idea. I cannot explain my condition because of a kind of haze that pervaded it; something indefinite was permeating my every fiber. But when I awoke yesterday morning. and especially while I dressed, I was aware of a certain dizziness,_a kind of swirling condition in my head; a new, strange feeling, slight, yet enough to make me conscious of an irregularity. I knew my condition was not normal. I was aware. also, of a certain laxness of body. a barely perceptible lack of strength. At first, I would have concluded that I was undergoing the first symptoms of a common cold, or that I was on the verge of any one of a number of illnesses which are accompanied by conditions of a feverish nature. But the fact is that I experienced these irregularities without the least amount of affliction. I had the symptoms of an illness, but I was not ill. This condition did not cause me any alarm, nor did it hinder me from doing anything I would not have done had it not come over me: yet I was conscious of it and tried to shake it from me. I literally shook my head several times during the day in a vain attempt to' wrest this dizziness from me. I breathed deeply and moved about as a contor— tionist would, hoping that my blood would flow faster and thereby stimulate my arterial system. I had hoped I would find, after resting. that I Would recover the bit of strength which. seemingly, had left me. But nothing 'I did was to any avail. And in the early evening, when I __23_~_ Show less
MOUSE WON’T HURT YOU Nanna had always been afraid of mice. When she was little we used to tease her. “Little old mouse won’t hurt you,” We used to say. “They’re more afraid of you than you are of them.” Sometimes Davey would catch one and bring it in by the tail and hold it under Nanna’s nose. ... Show moreMOUSE WON’T HURT YOU Nanna had always been afraid of mice. When she was little we used to tease her. “Little old mouse won’t hurt you,” We used to say. “They’re more afraid of you than you are of them.” Sometimes Davey would catch one and bring it in by the tail and hold it under Nanna’s nose. “What’s the matter?" he would sneer. “Dead old mouse won’t hurt you." But Nanna would get stiff and scream until we got scared. Mother would come in and tell us to leave her alone. “Aw, leave the old sissy baby alone, then. You'd think a mouse would kill her or something." Nanna pouted for hours after that. But nothing made her get over her fright. She tried herself, too. She agreed that a mouse wasn’t any— thing to be afraid of and that they were even kind of cute. We’d tell her to go and get one out of the trap then. and she’d get white around the corners of her nose, and say, no, she’d better not go down in the basement because she had a cold and it was damp down there. Mother tried to get Nanna over her outrageous fear, too. Mother was kind and lots of fun, though she wasn’t our real mother, but had only come to live with us after she married Daddy. I liked her and so did Davey. But Nanna never did quite get used to her.I think she was _13__ Show less
_'. much—Cm. -RAY. HOLDEN eyes. And then my memory fades out. April 16th— - 4 ‘ ' ' Last night I hypnotized myself again. I did it because of a delirious desire that was with me all the day. Even as I write this I am in a state of ecstacy! I cannot wait until-the silent hours of night draw near! ... Show more_'. much—Cm. -RAY. HOLDEN eyes. And then my memory fades out. April 16th— - 4 ‘ ' ' Last night I hypnotized myself again. I did it because of a delirious desire that was with me all the day. Even as I write this I am in a state of ecstacy! I cannot wait until-the silent hours of night draw near! - tI-am unable to account for this craving insiderof me that compels me ‘to' p‘ut'm‘yself under a-hypnoti‘c spell—if it is truly a hypnotic spell I have been experiencing. But whatever form of-‘insensibility it' is-,3l desire it. I-know there is something abnormal about it, but I have no compulsiOns togba'nish‘this- abnormality from me. On the contrary- -l want to keep it with me. ' ' - -I say: it is'an abnormality, yet, I cannot describe it. It is the same unintelligible condition I found myself in when I got out of bed the day before yesterday. Whatever it is, whether an alteration of my mind or simply a drive that psychologists have not as yet discovered——per- haps the last they will ever discov/er, one that leads to ultimate satis— factions in unknown realms—whatever it is, it is controlling my will. It motivates me to seek oblivion; it is driving me into this tempting obscurity. It seems that I am filling myself with a satisfaction. not a physical, but a mental satisfaction. And it is complete. It is more than a temporary self-satisfaction one has, for example, from acquiring and having a store of knowledge. It seems that I am being driven into a realm that reaches infinity, a realm that satisfies me, completely satis— fies me. because there is nothing more. April 17th—— - The whole day yesterday I remained in my- room. and when night came it was easy. I did not have to use my power of suggestion: the suggestion was there as soon as I sat in my upholstered chair. It happened quickly. I was drawn into oblivion without a struggle. I willingly succumbed: I went under like a piece of heavy iron falling into the dark depths of warm. silky water to be buried in the silty mud. I knew this morning that I no 'long'enh'ad control over myself. I awoke suddenly in the exact position I had been prior to the obliteration. My head had not even rolled to one side. It was not like waking from a normal sleep. Suddenly I was conscious and staring. I sat in my chair without moving and my heart began to beat wildly as if protesting against the flood of light that filled my eyes. When I raised my head I felt the muscles in my neck straining: and when I raised _. 25¢; Show less
BRYCE SHOEMAKER llubbart tells me he could use a fine, strong boy like you around his place . . . and I know a big fellow like you could help Mr. Hubbart. H too. . . He paused. “How would you like that, Jamie . . . to go and live with Mr. and Mrs. Hubbart? Eh, Jamie? . . . Just like you was their... Show moreBRYCE SHOEMAKER llubbart tells me he could use a fine, strong boy like you around his place . . . and I know a big fellow like you could help Mr. Hubbart. H too. . . He paused. “How would you like that, Jamie . . . to go and live with Mr. and Mrs. Hubbart? Eh, Jamie? . . . Just like you was their boy. . . .” Mrs. Hubbart smoothed the back of Jamie’s head with her hand. She bent over and lifted his face to hers. “Would you, Jamie . . . be our boy? And have Little Bill for a brother? Would you, Jamie?" Mr. Hubbard stood with his arms folded, watching Lawson Cailey shovel in the last of the earth. Jamie looked at him and wondered . . . wondered how far it was from one father to another. Too far . right now . . . Too far, always. But Mrs. Hubbard, that was dif— ferent. He had never known a mother; he tried to put the two to— gether—Mrs. Hubbart: mother. A new and magic word came into being for him. He looked up at Elder Meharry and smiled his thanks to this God— man who had come out of the forest to bury his father and find him a home. Jamie’s head nodded assent. “Fine, Jamie,” the Elder said cheerfully. “I know you will be happy.” He patted the boy on the head. “God bless you, young one . . .' be like your father.” The Elder turned to Mrs. Hubbart. “You are doing something very kind and fine,” he said very quietly. “Thank you. for myself and for Jamie’s father . . . God bless you. Mrs. Hubbart pulled Jamie closer to her and the Elder walked over to the men. who were smoothing out the rounded mound of earth. Too much dirt comes out of a hole. Jamie thought. The three men exchanged murmurs and Elder Meharry shook hands with both. It was all over now, and somehow the whole event was becoming more dreadful now: for he heard the Elder saying good— by. He turned his face against the woman’s thigh. . . Goodby to Susie Cailey. who had laid her bouquet on the grave. . . . Goodby to Mrs. Hubbart and to Little Bill. . . Goodby to you. Jamie . .. Don’t forget. ...Goodby...Goodby... The Elder made a lonely figure. riding his mare towards the wall of woods. He turned and waved and then disappeared into the trees. Overhead the hawk was dipping and gliding again. Jamie watched _29_ Show less
THE SUN AND ANGELINE The warm California sun shone brightly on the City of Monterey. which lay at the foot of a range of velvety green mountains. It shone on the red tiled roofs, the pure white sand, and the roaring surf of the blue Pacific. A long grey fishing wharf jutted out into the bay,... Show moreTHE SUN AND ANGELINE The warm California sun shone brightly on the City of Monterey. which lay at the foot of a range of velvety green mountains. It shone on the red tiled roofs, the pure white sand, and the roaring surf of the blue Pacific. A long grey fishing wharf jutted out into the bay, filled with white fishing boats that rose and sank on the heaving tide. On either side of the wharf were fish markets and cafes specializing in fish dinners. Angeline Crivello kicked a white sandled foot against a warped board of the wharf. Her usually lovely features were drawn into a frown beneath her short black hair. Her dark eyes, Italian eyes, stared moodin across the bay. Suddenly a voice from one of the fish markets startled her. "Angeline! Angeline! Come here this minute!" “Yes, mama. I’m coming." Angeline turned and angrily walked across the wharf t0 the market. Ever since the argument last night. Angeline had been angry. Papa and Mama were so stubborn. They thought it was crazy for a girl to go to college, and that was what Angeline wanted to do. They hoped that she 'would work in the fish market a few years and then later marry the tall dark Tony who worked on P‘apa’s fishing boat. But Angeline had different ideas. She wanted to go to college. Last night they had had an argument, and Papa had told her definitely that she could not go. “Angeline,” he had said. “You do not want to go to college to study. All you want to do is have fun and go out. You want to be what you call sophisticated. You are a small town girl, and you do not belong there. I cannot waste my money just for you to have a good time!” Now as she walked across the wharf. angry thoughts of the years ahead in the fish market hurried by. She stepped out of the warm sunshine into the cooler shade of the market. The display of fish was absolutely disgusting: the very smell of fish was sickening. Mama Crivello was busy with customers. She waved her hand in the direction of other customers, indicating that Angeline should take care of them. Angeline automatically counted change and wrapped packages. Her mind was busy transforming herself into a sophisticated college student on a distant campus. Pictures of herself in soft sweat- ers and wool skirts. studying for exams, drinking cokes at a local hangout. or going on dates floated through her mind. The touch of a hand on her shoulder made her jump with surprise, and a masculine voice close to her ear whispered. “I’ll be up to your house about eight.” _3_ Show less
. _::v.L .s-gru r 'M_4!l5 erg“: LELAND SATEREN The term “Chorale” in its strictest sense means simply the congre- gational song of 16th and 17th century German Protestants. Connota- tively, it refers both to tune and to text. Musically, a definition is vir- tually impossible; the chorale does not... Show more. _::v.L .s-gru r 'M_4!l5 erg“: LELAND SATEREN The term “Chorale” in its strictest sense means simply the congre- gational song of 16th and 17th century German Protestants. Connota- tively, it refers both to tune and to text. Musically, a definition is vir- tually impossible; the chorale does not fall into the category of measur- able musical facts. We can, however, point out several of its distinguish- ing features: 1. In essence, it is a sober and elevated, but buoyant, melody. 2. Its form, while quite elastic, often is A-A-B, or A-A-B-C (a phrase, its repetition, and a new phrase: or a phrase, its repetition. and two new phrases). 3. Instead of the lower voices merely adding supporting harmony to the so-called “melody.” each part constitutes a melodic line. Thus. the Chorale presents the richness of four combined melodies. 4. The upper voice (the “melody") is largely scalewise (diatomic) in construction, a fact importing a feeling of strength—for the strong- est musical line possible is a diatonic scale. 5. It is rhythmically strong and vigorous, although latter-day modifications have sapped much of its early vigor. 6. It possesses the personal. intimate character of folk music. 7. It is completely devoid of secular association—a prerequisite to all appropriate church music. ‘ 8. The more spacious chorales are grand and majestic in their sweep. 9. The text inclines to be rather austere. always dignified, and always Godward. a. It lacks the undesirable subjective elements which mark so much of contemporary hymnody, and avoids the cloyinq, mawkish. eETocentric sentimentality in which basically non-religious emo- tions rule. Prof. Otto Rupperecht emphasizes that the Chorale proclaims the Word of God. “Whatever emotions are aroused are the product of that proclamation. It does not seek primarin to arouse the emotions: it is concerned with proclaiming divine truth.” b. Finally, the chorale is the language of reverence: noble exulta- tion, sober moderation. boundless joy. becoming humility. and lofty aspiriation. These characteristics would seem desirable in any congregational song. but we know that many current hymns don’t possess them. I think it is not extravagant to say that all chorales do. It might be appropriate at this juncture to ask, “If the Chorale is _19_ Show less
WRITER’S JOURNAL world. All of which impairs their ability to worship, and actually may keep them away from God. Basic to all fitting congregational singing is the fervor, dignity and reverence which arises from a personal, moment—'by-moment recog- nition of God as GOD. Church music offers no... Show moreWRITER’S JOURNAL world. All of which impairs their ability to worship, and actually may keep them away from God. Basic to all fitting congregational singing is the fervor, dignity and reverence which arises from a personal, moment—'by-moment recog- nition of God as GOD. Church music offers no finer vehicle for such expression than the Chorale. Therefore, let’s use the chorales! Here are several rules that will help as we use them: 1. Learn to sing them by singing them: familiarity is the key. 2. Open your mind and heart; set aside your prejudices. 3. Be prepared to worship: the object of your attention is God. 4. Give of yourself as you sing: concentrate, think, apply yourself. 5. Sing with your whole being—body, mind and soul. It requires effort to sing a Chorale, but to worship is to act. 6. Sing musically, artistically, never forgetting the close relation- ship which exists between art and worship. The spirit of the text comes only as the tune is sung well. 7. Observe how the text guides the music. and how the music heightens the meanings of the text. 8. Sing spiritually, “as unto the Lord.” It is a deeply satisfying musical experience to sing a Chorale correctly, but its beauty and its significance become immeasurable as one links the esthetic experience with the spiritual, for only then does it become genuine church music. —LELAND SATEREN “People are generally better persuaded by the reasons which they have themselves discovered than by those which have come into the minds of others.” PASCAL "No doubt then, that a free curiosity has more force in our learn- ing . . . than a frightful enforcement.” AUGUSTINE _22_ Show less
JAMES PARKER There, rings of dancers Closed about us, Inviting us to love-feasts Under every green tree. Then In the cool of the evening God walked in the garden. Alas! Our dance turns into mourning! Our children fall beneath the wood! The green trees pass away with summer And the fruit rots... Show moreJAMES PARKER There, rings of dancers Closed about us, Inviting us to love-feasts Under every green tree. Then In the cool of the evening God walked in the garden. Alas! Our dance turns into mourning! Our children fall beneath the wood! The green trees pass away with summer And the fruit rots among the dead vines. The goat-footed man still pipes on the hillside, But his song cannot lure us. Taedium vitae twists the faces of the wise And the foolish stumble in wine-dreams. We know not Whence we come Nor whither We go They say to us: Awake! Rise up! For Spring will come again And Life will never end. But we heed not their call— Can we, who have not lived, Be made to fear the Death they fear? Their prayers are meaningless As wind in leaves. Neither in youth Nor in age For if these shadows on the wall ._9__ Show less
WRITER‘S JOURNAL thin, sad shadow. Charley, nine, and Angela, seven, were two super- cilious brats, but they were company so we secretly rejoiced when they visited. We started playing cops and robbers kind of quiet so Mother wouldn’t know what we were playing because it was a forbidden game... Show moreWRITER‘S JOURNAL thin, sad shadow. Charley, nine, and Angela, seven, were two super- cilious brats, but they were company so we secretly rejoiced when they visited. We started playing cops and robbers kind of quiet so Mother wouldn’t know what we were playing because it was a forbidden game indoors. But playing cops and robbers quiet-like isn’t much fun. so we gradually drifted back into the living room where the grown- ups were. “Your mother has been telling us how scared of mice your are, Nanna,” laughed Mr. Olson in his loud, put—on way. "Now how in the world does a big girl like you come to be so afraid of a little mouse P” Nanna didn't say anything. but Mr. Olson kept right on. “You know, reminds me of the time down at the plant when a mouse ran up one of the men’s legs," and Mr. Olson stopped for a huge horse- laugh. “Do you know what he did. Nanna? He just smacked his hand good and hard down on the old mouse and smashed it right there in— side his pants leg. Haaaa. Must have been kind of :2 funny feeling to have that crazy thing run up his leg. Got kind of a kick out of watching him smash it, though. Better‘n a mouse-trap, he was!" I was looking at Nanna, but I couldn’t see her face because she was looking at the floor and her hair had fallen into her eyes. I could see her thin shoulders, though. and they shuddered when he got to the part about the smashing. Suddenly she got up and went into the bath— room. I ran after her and held her head while she vomited. \Nhen the nausea was past. she looked at me and said. “I’m going to bed, Margy.” I told mother that Nanna was sick, and Mr. Olson coughed and half-laughed. “Guess we’d better be going. eh mamma? Go get your ma’s wraps, kids.” ' After they had gone. mother told me I'd better go to bed. too. I clomped noisily up the stairs and then stopped at the top to hear what mother and daddy were going to say. “It’s gone too far. Tom. That girl is just being ridiculous. I don’t see why she has to go to such lengths to get attention.” Daddy didn’t say anything right away. and when he spoke it was in a quiet voice. “Just leave her alone. Ruth. The poor kid’s terrified of mice. It doesn’t do any good to torment her. Tust let her be.” “I don’t care. Something has to be done. It’s gone too far.” Daddy’s paper rustled. but there wasn’t any more talking. I a16_ Show less
Gavan w ‘VW’JKG wqu ARChiy’tg May, 1950 Volume I . Number 1 Featuring The Prize Story: THE SUN AND ANGELINE By Joan Baxter Other Stories, Poetry, and Articles by Phebe Dale, Ray Holden. James Parker. Leland Sateren, Bryce Shoemaker, and Gerald Thorson.
WRITER-'5 JOURNAL Yours were the bloody hands That bartered anguish for the slave; You slaughtered sheep-eyed immigrants To raise the god bequeathing us This girder’d grave. Can we Incarnate Cain Impose a pattern on the Wind? Woe unto us for we have sinned. - JAMES PARKER “It hardly helps us here... Show moreWRITER-'5 JOURNAL Yours were the bloody hands That bartered anguish for the slave; You slaughtered sheep-eyed immigrants To raise the god bequeathing us This girder’d grave. Can we Incarnate Cain Impose a pattern on the Wind? Woe unto us for we have sinned. - JAMES PARKER “It hardly helps us here to say, as many anti-intellectuals do, that education must educate ‘the whole man.’ Of all the meaningless phrases in educational discussion this is the prize. Does it mean that education must do the whole job of translating the whole infant into a whole adult? Must it do what the church, the family, the state, the Y.M.C.A., and the Boy Scouts allege they are trying to do? . . . Are we compelled to assume that our students can learn nothing from life or that they have led no life before coming to us and lead none after they come? . . . If we can teach our students to lead the life of reason we shall do all that can be expected of us. . .” » ROBERT HUTCHINS Show less
THE SOCIAL SCIENCES 87 71. HOME MANAGEMENT LECTURES. I. 2 Cr. Consideration of problems relating to planning, directing, guiding, and co- ordinating the resources of the home for happy, satisfying family living. Two lecture periods per week. 72. HOME MANAGEMENT LABORATORY. 2 Cr. Actual experience... Show moreTHE SOCIAL SCIENCES 87 71. HOME MANAGEMENT LECTURES. I. 2 Cr. Consideration of problems relating to planning, directing, guiding, and co- ordinating the resources of the home for happy, satisfying family living. Two lecture periods per week. 72. HOME MANAGEMENT LABORATORY. 2 Cr. Actual experience in the regular activities of homemaking such as meal pre- paration and service, entertaining, care of the house and equipment. Also ex- perience in various aspects of management met in home living such as manage- ment of money, time, energy, and equipment. Six weeks residence in a home management house with one conference hour per week. Given in summer. Cost to be determined by the group. 73. CONSUMER EDUCATION AND INCOME MANAGEMENT. I. 2 Cr. The wise choice of consumer goods and services available on the market and the necessity of a careful plan for spending are topics which will .be con- sidered for the purpose of helping the student receive greater satisfaction from the use of money income. 76. ADVANCED CLOTHING CONSTRUCTION. Prereq. 2. II. 2 Cr. This course provides laboratory experience in making garments in wool. More advanced problems in fitting and construction are used than those in the class in Clothing Construction. Some experience in planning and constructing garments for children is also given. Two 3-hour laboratory hours per week. 91. TEACHING OF HOME ECONOMICS. Prereq. 32 credits in home economics and Education 53. Sr. I. 2 Cr. Show less
THE HUMANITIES 73 63-64. CHonAL TECHNIQUE. Prereq. l, 2. I, II. 4 Cr. Class instruction in the fundamentals of voice as related to singing, preparing the prospective public school music teacher and director for work in vocal music. 65, 66. CONDUCTING. Prereq. r, a, or 2 Cr. in piano or organ. 1,... Show moreTHE HUMANITIES 73 63-64. CHonAL TECHNIQUE. Prereq. l, 2. I, II. 4 Cr. Class instruction in the fundamentals of voice as related to singing, preparing the prospective public school music teacher and director for work in vocal music. 65, 66. CONDUCTING. Prereq. r, a, or 2 Cr. in piano or organ. 1, II. 4 Cr. A course designed for students planning to enter the field of public school music, as directors of vocal or instrumental music or both, and for those who wish training in church choir administration and direction. 77. MUSICAL ANALYSIS. Prereq. I, 2, 15-16. I. 2 Cr. A detailed study of the structure and form of music, together with the study of the harmonies constituting any musical composition. 78. COUNTERPOINT. Prereq. 15-16, 55. II. 2 Cr. Strict counterpoint in one, two, three and four-part writing in all the species. 79. ORCHESTRATION. Prereq. 15-16, 55, 77. I. 1 Cr. A course in arranging for band, orchestra, and chamber groups. 80. ConrosIrION. Prereq. 13—16, 5;, 77, 78. II. 2 Cr. Composing choral and instrumental music in the various musical forms. Stu- dents admitted only upon recommendation of the department. 87. TEACHING OF GRAD]! SCHOOL MUSIC. Sr. 1. 2 Cr. 88. TEACHING OF HIGH SCHOOL MUSIC. Sr. 11. 2 Cr. Offered as Education 87, 88. CHonL, CHORAL CLUB on BAND. I, II. 2 Cr. MALE CHORUS. I, II. I Cr. These organizations exist not only for the benefit of the music student but for anyone enrolled as a student who wishes to participate in groups afiording the opportunity for musical expression. Credit not granted for less than two suc- cessive, complete semesters. PIANO. I, II. 2 Cr. All grades of instruction are given, from elementary to the most advanced. The methods are modern, embodying the system of arm weight and arm rota- tion. One thirtyaminute lesson per week. ORGAN. I, II. 2 Cr. Instruction in organ technique and repertoire. Basic piano technique is recom- mended as a foundation. One thirty-minute lesson per week. VOICE. I, II. I or 2 Cr. Voice instruction includes correct habits of pronunciation and articulation, breath control, flexibility, ear training in some cases, and interpretation of song classics, both sacred and secular. One thirty-minute lesson per week. Show less
3 8 AUGSBURG COLLEGE Development Tests on literary materials, social science materials, and natural science materials. For most graduates of Minnesota high schools the results of the college aptitude and English achievement tests are available in ad- vance if they have been taken in the state... Show more3 8 AUGSBURG COLLEGE Development Tests on literary materials, social science materials, and natural science materials. For most graduates of Minnesota high schools the results of the college aptitude and English achievement tests are available in ad- vance if they have been taken in the state-Wide testing program. The General Educational Development tests are available to service men through the Armed Forces Institute. All tests may, however, be taken at Augsburg by arrangement with the Registrar. The College reserves the right to reject the applications of stu- dents whose previous records or recorded aptitudes make success at Augsburg doubtful. DEFICIENCIES Applicants who have been accepted for admission with a de— ficiency in English will be required to register for a special course in English. Such deficiency and the requirements with regard to additional training will be determined at the beginning of the Freshman year by means of tests. The requirements include the attainment of definite standards as to spelling, grammar, pro— nunciation, and general correctness in the use of the English lan- guage. TRANSFER AND ADVANCED STANDING Students are accepted by transfer from other institutions if they did satisfactory work and were otherwise in good standing there. If their previous work was unsatisfactory, they will be admitted at Augsburg only under special circumstances. Advanced standing in any subject is granted to students who present satisfactory credentials from other institutions. In certain cases advanced standing is granted on the basis of examinations. This is true of veterans whose achievement in the college General Educational Development Tests warrants the granting of some Junior College credit. APPLICATIONS OF VETERANS Veterans who wish to apply for admission under the provisions of Public Law 346 (GI. Bill of Rights) or Public Law 16 (Reha- bilitation program) should obtain notice of eligibility from their regional Veterans Administration. This notice should be presented to the Registrar at the time of their application. Show less
26 AUGSBURG COLLEGE AND THEOLOGICAL SEMINARY Augsburg reserves the right to dismiss or to discipline any stu- dent who is not amenable to advice and direction. The school like- wise reserves the right to dismiss any student Whose general con- duct or influence is unwholesome. Such a student may be... Show more26 AUGSBURG COLLEGE AND THEOLOGICAL SEMINARY Augsburg reserves the right to dismiss or to discipline any stu- dent who is not amenable to advice and direction. The school like- wise reserves the right to dismiss any student Whose general con- duct or influence is unwholesome. Such a student may be removed although no formal charge is made against him. RECREATION AND SOCIAL LIFE "No man is a hypocrite in his pleasures.” To learn to enjoy the right form of recreational activities is an important aspect of prep- aration for life. At Augsburg there is a definite attempt to en- courage the formation of helpful recreational habit-patterns, not only as regards the definitely planned play-program supervised and directed by the Department of Physical Education, but as regards the use of leisure time in general. Wholesome social activities of many kinds are fostered and encouraged. Also in this area the goal is "to see all things through the eyes of Christ.” STUDENT AREAS Tbe Student Center, in the new Science Hall, serves as a social, cultural, and conference area for students. During the day, stu- dents use the Center as a general reading and committee room. The campus post office is adjacent to the Student Center, as are also The Student Council Room and The E050 and Tbe Augs- burgian oflices. The Prayer Chapel in the tower of the new Science Hall is open at all times for quiet meditation and prayer. Smaller groups may request the use of the chapel for devotional meetings. A day room for non-resident men is located in Sverdrup—Oftedal Memorial Hall and for women in Morton Hall. HOUSING All students who are not living at home are required to room in the College dormitories, unless permission to room elsewhere is granted by one of the Deans. Such permission must be secured before final arrangements are made. Residents in dormitories are required to take their meals in the College dining hall except those students who are employed away Show less
48 Aucsnuxc COLLEGE School of Nursing should be made to the Lutheran Deaconess Hos— pital, Minneapolis, Minnesota. CURRICULUMS The following courses of study are outlined as guides for the student and his adviser in planning a program which will prepare him for the vocation of his choice. The... Show more48 Aucsnuxc COLLEGE School of Nursing should be made to the Lutheran Deaconess Hos— pital, Minneapolis, Minnesota. CURRICULUMS The following courses of study are outlined as guides for the student and his adviser in planning a program which will prepare him for the vocation of his choice. The Christian Ministry Completion of the pre-seminary curriculum qualifies the student for admission inno the three—year course in the Theological Sem— inary, which prepares students for the Christian ministry as pastors or missionaries. The following program gives the approximate pre-seminary course. Separate curriculums have been worked out by which a student may major in History, or Philosophy, or Eng— lish, or Sociology. The student should seek the counsel of the Seminary adviser as early as possible, as variations according to the major chosen may affect the choice of courses even in the Freshman year. Seminary adviser, Mr. Helland. Freshman Sophomore Christianity . . . . . V . . . . . . . . . . . . . 4 Orientation , . . . . . . . . . . . i . 1 Speech , V . . . . . , . . . , . . . . . . . . . . 6 Hygiene . . . . . . , . _ . . . . . . . . . . . 2 Natural Science . . , . . . . . . . . . . . . . 8 Physical Education . . . . . . . . . . . . . 1 or English Literature, 6 Cr. English Composition . . . . . . .. H 6 New Testament Greek . . . . . . . V . .. 8 Foreign Language . . . . . . . . . . . . . 8 Psychology . . . . . V . . . . . , . . . . . . . . 4 European Civilization . , . . . . . . . . . 6 History . . . , . . , , . . . . . V . . . . _ . .. 6 or Natural Science, 8 Cr. or English Literature, 6 Cr. Sociology . . . . . . . . . . . . , . . . . . . . 6 Physical Education . . . . . . . . . . . .. I 34 33 Junior Senior Christianity . . . . . . . , . . . . . . . . . .. 4 New Testament Greek . . . . . V . . .. 8 History or English . . . . . . . , . . . . .. 8 Foreign Language . . . . . . V . , . . .. 8 Philosophy or Logic . . . . . . . . . . . .. 3 Humanities or Philosophy . . . . .. . 6 Economics or Education . . . . . . . .. 6 History or English . , . . . . . . . . . . . . 8 English (for major or minor). ... 6 Hymns of the Church . . . . . . . . . . 2 Electives . . . . . . . . . . . . . . . . . . . . .. 3 32 30 The foreign language requirement includes 16 semester credits in Greek, and 16 semester credits in Latin, German, or Norwegian. Show less